Relationship between Nature of Science Understandings and Argumentation Skills: A Role for Counterargument and Contextual Factors

Autor/in	Khishfe, Rola
Titel	Relationship between Nature of Science Understandings and Argumentation Skills: A Role for Counterargument and Contextual Factors
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 4, S.489-514 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21012
Schlagwörter	Foreign Countries; Grade 11; Scientific Principles; Scientific Literacy; Persuasive Discourse; High School Students; Comprehension; Cognitive Processes; Familiarity; Science and Society; Mixed Methods Research; Disease Control; Genetics; Food; Controversial Issues (Course Content); Lebanon + Suchen Sie Ihr Suchwort? Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Persuasion; Persuasive Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; Humangenetik; Lebensmittel; Controversial issues; Kontroverse; Libanon
Abstract	The study investigated the relationship of high school students' understandings about nature of science (NOS) aspects and their argumentation skills in relation to two controversial socioscientific issues. The study was conducted in five schools selected from different geographical areas in Beirut, Lebanon. Participants were 219 grade 11 students. Students in all the schools were administered a survey that consisted of two scenarios that addressed the controversial socioscientific issues about genetically modified food and water fluoridation. The two scenarios were followed by questions relating to argumentation and NOS. The study used a mixed methods approach where quantitative and qualitative measures were employed. Analysis involved participants' views of the target NOS aspects (subjective, tentative, and empirical) and their argumentation components (argument, counterargument, and rebuttal). The Pearson analyses showed strong correlations between the counterargument, compared to argument and rebuttal, and the three NOS aspects. Further, the chi-square analyses showed significant differences in participants' argumentation skills and NOS understandings between the two scenarios. Qualitative data from questionnaires and interviews further confirmed these findings. Two central implications for the teaching of NOS and argumentation skills were discussed in terms of highlighting the role of counterarguments and considering contextual factors that involve issue exposure and familiarity, prior content knowledge, and personal relevance. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10