Improving Students' Argumentation Skills through a Product Life-Cycle Analysis Project in Chemistry Education

Autor/inn/en	Juntunen, M. K.; Aksela, M. K.
Titel	Improving Students' Argumentation Skills through a Product Life-Cycle Analysis Project in Chemistry Education
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 4, S.639-649 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00068d
Schlagwörter	Persuasive Discourse; Chemistry; Science Education; Case Studies; Evidence Based Practice; Design; Sustainable Development; Inquiry; Ethics; Socioeconomic Influences; Ecology; Content Analysis; Audio Equipment; Program Effectiveness; Teaching Methods; Secondary School Students; Foreign Countries; Intervention; Environment; Essays; Qualitative Research; Finland + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Chemie; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Nachhaltige Entwicklung; Ethik; Sozioökonomischer Faktor; Ökologie; Inhaltsanalyse; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Ausland; Umwelt; Essay; Aufsatzunterricht; Qualitative Forschung; Finnland
Abstract	The aim of the study discussed in this paper was to link existing research about the argumentation skills of students to the teaching of life-cycle analysis (LCA) in order to promote an evidence-based approach to the teaching of and learning about materials used in consumer products. This case-study is part of a larger design research project that focuses on improving education for sustainable development (ESD) in chemistry teaching by means of combining a socio-scientific issue (SSI) and life-cycle analysis with inquiry-based learning. The research question was: How do students (N = 8) use scientific, ecological, socio-economical and ethical argumentation in the life-cycle analysis of a product? The research method for this study was content analysis performed on written student answers and an audio recording of a debate. The results show that the students' scientific and ecological argumentation skills with regard to the life-cycles of products were improved during the life-cycle analysis project. The studying also affected, to a lesser extent, the students' ability to form socio-economical and ethical arguments. The type of student-centred and cross-curricular product life-cycle analysis project discussed in this paper is a suitable new method for teaching socio-scientific argumentation to chemistry students at the secondary school level. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01