Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An Effect on Student Learning and Transfer

Autor/in	Khishfe, Rola
Titel	Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An Effect on Student Learning and Transfer
Quelle	In: International Journal of Science Education, 36 (2014) 6, S.974-1016 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.832004
Schlagwörter	Science Instruction; Scientific Principles; Persuasive Discourse; Science and Society; Direct Instruction; Transfer of Training; Grade 7; Middle School Students; Learning; Instructional Effectiveness; Pretests Posttests; Questionnaires; Interviews; Student Improvement; Mixed Methods Research; Water; Illinois + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Training; Transfer; Ausbildung; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernen; Unterrichtserfolg; Fragebogen; Interviewing; Interviewtechnik; Wasser
Abstract	The purpose of the study was two-fold: to (a) investigate the influence of explicit nature of science (NOS) and explicit argumentation instruction in the context of a socioscientific issue on the argumentation skills and NOS understandings of students, and (b) explore the transfer of students' NOS understandings and argumentation skills learned in one socioscientific context into other similar contexts (familiar and unfamiliar). Participants were a total of 121 seventh grade students from two schools. The treatment involved an eight-week unit about the water usage and safety, which was taught by two teachers for two intact groups (Treatments I and II). Explicit NOS instruction was integrated for all groups. However, only the Treatment I groups had the additional explicit argumentation instruction. Participants were pre- and post-tested using an open-ended questionnaire and interviews about two socioscientific issues to assess their learning and transfer of argumentation skills and NOS understandings. Results showed improvements in the learning of argumentation practice and NOS understandings for Treatment I group participants. Similarly, there were improvements in the learning and transfer of NOS understandings for Treatment II group participants with only some improvements for the argumentation practice. Further, some of the Treatment I group participants made connections to argumentation when explicating their NOS understandings by the end of the study. Findings were discussed in light of classroom practice that utilizes an explicit approach, contextual approach, as well as an approach that integrates NOS and argumentation simultaneously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10