Argumentation as a Strategy for Conceptual Learning of Dynamics

Autor/inn/en	Eskin, Handan; Ogan-Bekiroglu, Feral
Titel	Argumentation as a Strategy for Conceptual Learning of Dynamics
Quelle	In: Research in Science Education, 43 (2013) 5, S.1939-1956 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-012-9339-5
Schlagwörter	Science Education; Persuasive Discourse; Statistical Analysis; Secondary School Students; Urban Schools; Single Sex Schools; Females; Comprehension; Scientific Concepts + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Statistische Analyse; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Weibliches Geschlecht; Verstehen; Verständnis
Abstract	Researchers have emphasized the importance of promoting argumentation in science classrooms for various reasons. However, the study of argumentation is still a young field and more research needs to be carried out on the tools and pedagogical strategies that can assist teachers and students in both the construction and evaluation of scientific arguments. Thus, the aim of this study was to evaluate the impact of argumentation on students' conceptual learning in dynamics. True-experimental design using quantitative research methods was carried out for the study. The participants of the study were tenth graders studying in two classes in an urban all-girls school. There were 26 female students in each class. Five argumentations promoted in the different contexts were embedded through the dynamics unit over a 10-week duration. The study concludes that engaging in the argumentative process that involves making claims, using data to support these claims, warranting the claims with scientific evidence, and using backings, rebuttals, and qualifiers to further support the reasoning, reinforces students' understanding of science, and promotes conceptual change. The results suggest that argumentation should be employed during instruction as a way to enable conceptual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10