Gauging Students' Untutored Ability in Argumentation about Experimental Data: A South African Case Study

Autor/inn/en	Lubben, Fred; Sadeck, Melanie; Scholtz, Zena; Braund, Martin
Titel	Gauging Students' Untutored Ability in Argumentation about Experimental Data: A South African Case Study
Quelle	In: International Journal of Science Education, 32 (2010) 16, S.2143-2166 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Persuasive Discourse; Grade 10; Cultural Influences; Language Aptitude; Mathematics Instruction; Foreign Countries; Critical Thinking; Friendship; Secondary School Students; Group Discussion; Measurement; Teaching Methods; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Cultural influence; Kultureinfluss; Sprachbegabung; Spracheignung; Mathematics lessons; Mathematikunterricht; Ausland; Kritisches Denken; Freundschaft; Sekundarschüler; Gruppendiskussion; Messverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a study into the untutored ability of Grade 10 students to engage in argumentation about the interpretation of experimental data, and the effect of unsupported small group discussions on this ability. In this study, argumentation intends to promote critical thinking. The sample includes 266 students from five South African schools across the resource spectrum, forming 70 friendship groups. Students are required to provide written interpretations of experimental data, and justify these interpretations based on the evidence and concepts of measurement. Individual responses form the basis of small group discussions after which students again provide written justified interpretations of the readings. The data show an initial low level of argumentation, with significant variation according to school resource levels. Considerable improvement in the level of argumentation occurs merely through small group discussions unsupported by the teacher. The findings suggest several factors influencing argumentation ability such as experience with practical work, perceptions of the purpose of small group discussions, the language ability to articulate ideas and cultural influences. Methodological issues arising from the study and implications for teaching and assessment are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10