Intersection of Argumentation and the Use of Multiple Representations in the Context of Socioscientific Issues

Autor/inn/en	Namdar, Bahadir; Shen, Ji
Titel	Intersection of Argumentation and the Use of Multiple Representations in the Context of Socioscientific Issues
Quelle	In: International Journal of Science Education, 38 (2016) 7, S.1100-1132 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1183265
Schlagwörter	Science Instruction; Science Education; Persuasive Discourse; Information Technology; Nuclear Energy; Preservice Teachers; Middle School Teachers; Learner Engagement; Scientific Concepts; Science Achievement; Research Universities; Content Analysis; Group Discussion; Concept Mapping; Course Content; Methods Courses; Video Technology; Scientific Methodology; Qualitative Research + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Persuasion; Persuasive Kommunikation; Informationstechnologie; Atomenergie; Kernenergie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Forschungseinrichtung; Inhaltsanalyse; Gruppendiskussion; Concept Map; Kursprogramm; Methodisch-didaktische Anleitung; Qualitative Forschung
Abstract	Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often non-mediated and drawn from personal experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01