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ERIC Number: EJ1144542
Record Type: Journal
Publication Date: 2017-Jul
Pages: 31
Abstractor: As Provided
ISSN: EISSN-1305-8223
Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity
Nam, Younkyeong; Chen, Ying-Chih
EURASIA Journal of Mathematics, Science & Technology Education, v13 n7 p3431-3461 Jul 2017
This study examines how the use of a science inquiry activity in an environmental socio-scientific issue (SSI) impacts pre-service teachers' argumentative practice in two ways: social negotiation and epistemic understanding of arguments. Twenty pre-service science teachers participated in this study as a part of their science methods class. Small group discussions, while participating in an SSI debate, before and after engaging in a science inquiry activity, were collected as a main data source. The data were analyzed by an analytic framework adapted from both Toulmin's (1958) model of argument structure and Walton's (1996) reasoning scheme. The results indicate that the use of a science inquiry activity during SSI debate not only affects the teachers' social negotiation patterns, but also enhances their epistemic understanding. This study suggests that incorporating a science inquiry practice into an SSI debate has the potential to improve students' disciplinary engagement and the quality of their argumentative practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A