Relationship between Nature of Science and Argumentation: A Follow-Up Study

Autor/in	Khishfe, Rola
Titel	Relationship between Nature of Science and Argumentation: A Follow-Up Study
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 4, S.1081-1102 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khishfe, Rola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10307-0
Schlagwörter	Scientific Principles; Persuasive Discourse; Scientific Literacy; High School Students; Grade 10; Science and Society; Controversial Issues (Course Content); Correlation; Predictor Variables; Secondary School Science; Questionnaires + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Controversial issues; Kontroverse; Korrelation; Prädiktor; Fragebogen
Abstract	The purpose of the study was to investigate the relationship between high school students' understandings of aspects about nature of science (NOS) and their argumentation skills, particularly whether informed conceptions of NOS contribute to better argumentation skills. Participants, a total of 125 Grade 10 students, responded to an open-ended questionnaire, "Controversial Socioscientific Issues Questionnaire (CSI)," that involved two scenarios addressing socioscientific issues (SSI) about genetically modified food and water fluoridation. Each of the two scenarios was accompanied by two sets of questions that address argumentation and NOS. Stepwise regression analyses were performed on data from the participants' responses with three NOS aspects (subjective, tentative, and empirical) as independent variables and the argumentation components (argument, counterargument, and rebuttal) as dependent variables (each at a time). The results demonstrated positive correlation between argumentation and NOS. Moreover, the results showed that the tentative, empirical, and subjective aspects are significant predictors of the argumentation components with some variations depending on the context (whether genetically modified food or water fluoridation). These results provide concrete evidence illustrating the associations between argumentation and NOS knowledge within two SSI (water fluoridation and genetically modified food). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01