Examination of Science Learning Equity through Argumentation and Traditional Instruction Noting Differences in Socio-Economic Status

Autor/in	Acar, O.
Titel	Examination of Science Learning Equity through Argumentation and Traditional Instruction Noting Differences in Socio-Economic Status
Quelle	In: Science Education International, 26 (2015) 1, S.24-41 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Middle School Students; Grade 8; Socioeconomic Status; Secondary School Science; Science Process Skills; Thinking Skills; Teaching Methods; Science Instruction; Persuasive Discourse; Questioning Techniques; Conventional Instruction; Instructional Effectiveness; Comparative Analysis; Abstract Reasoning; Achievement Gap; Pretests Posttests; Multivariate Analysis; Correlation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Abstraktes Denken; Denken; Multivariate Analyse; Korrelation; Türkei
Abstract	This study compared student scientific reasoning and conceptual knowledge in argumentation-based and traditional instruction, taught in school regions with low and high socio-economic status (SES) respectively. Furthermore, concrete and formal reasoning students' scientific reasoning and conceptual knowledge were compared during both instructions for the examination of science learning equity between student groups. The study sample constituted 26 8th grade students from two schools in a low SES region and 31 8th grade students from a school in a high SES region. The duration of instruction was four months. Students' scientific reasoning and conceptual knowledge were assessed before and after each instruction. According to the results, students who received argumentation-based instruction developed their scientific reasoning following instruction, but students who received traditional instruction did not. In addition, the conceptual knowledge and scientific reasoning gaps between formal and concrete reasoning students, who received argumentation-based instruction, closed, whereas pre-instructional gaps among formal and concrete reasoning students still existed at the end of traditional instruction. Implications from the findings were discussed. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01