Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity

Autor/inn/en	Nam, Younkyeong; Chen, Ying-Chih
Titel	Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 7, S.3431-3461 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Social Science Research; Persuasive Discourse; Preservice Teachers; Epistemology; Science Instruction; Methods Courses; Small Group Instruction; Guidelines; Ethics; Scientific Research; Thinking Skills; Water; Political Attitudes; Role Playing; Secondary School Teachers; Science Teachers; Teacher Education; Learning Activities; Cooperative Learning; Coding; Scientific Principles; Qualitative Research; Constructivism (Learning); Washington + Suchen Sie Ihr Suchwort? Social scientific research; Sozialwissenschaftliche Forschung; Persuasion; Persuasive Kommunikation; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Methodisch-didaktische Anleitung; Richtlinien; Ethik; Denkfähigkeit; Wasser; Political attitude; Politische Einstellung; Rollenspiel; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lernaktivität; Kooperatives Lernen; Codierung; Programmierung; Qualitative Forschung
Abstract	This study examines how the use of a science inquiry activity in an environmental socio-scientific issue (SSI) impacts pre-service teachers' argumentative practice in two ways: social negotiation and epistemic understanding of arguments. Twenty pre-service science teachers participated in this study as a part of their science methods class. Small group discussions, while participating in an SSI debate, before and after engaging in a science inquiry activity, were collected as a main data source. The data were analyzed by an analytic framework adapted from both Toulmin's (1958) model of argument structure and Walton's (1996) reasoning scheme. The results indicate that the use of a science inquiry activity during SSI debate not only affects the teachers' social negotiation patterns, but also enhances their epistemic understanding. This study suggests that incorporating a science inquiry practice into an SSI debate has the potential to improve students' disciplinary engagement and the quality of their argumentative practice. (As Provided).
Anmerkungen	EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01