Introducing High School Biology Students to Argumentation About Socioscientific Issues (English)

Canadian Journal of Science, Mathematics and Technology Education

The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific issues and then explicitly taught argumentation skills in a genetics context. Using a written survey, the experimental group of students (n = 133) improved significantly more in their argumentation skills (p < .001), ability to use rational informal reasoning (p < .001), and genetics understanding (p < .001) than the control group of students (n = 160) who studied the same genetics topic without being taught argumentation skills.

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Table of contents – Volume 13, Issue 4

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303
Introduction to the Special Issue on Courting Controversy: Socioscientific Issues and School Science and Technology/Introduction au numéro spécial sur rechercher la controverse: les questions socio-scientifiques dans les cours de sciences et de technologie à l'école
Albe, Virginie / Pedretti, Erminia | 2013
313
Don't Be Nervous, Don't Be Flustered, Don't Be Scared. Be Prepared
Hodson, Derek | 2013
332
Développement d’une séquence pédagogique sur les nanotechnologies documentée par une analyse de controverses
Hingant, Bénédicte / Chevrier, Joël / Albe, Virginie | 2013
356
Introducing High School Biology Students to Argumentation About Socioscientific Issues
Dawson, Vaille / Venville, Grady | 2013
373
Delusions About Evidence: On Why Scientific Evidence Should Not Be the Main Concern in Socioscientific Decision Making
Nielsen, Jan Alexis | 2013
386
Intégration de questions socialement vives (QS) en cours de biologie par des enseignants et enseignantes du collégial et du lycée
Bernard, Marie-Claude | 2013
400
Prévention du sida et aspects culturels du point de vue d’enseignantes et enseignants de sciences
Mbazogue-Owono, Liliane | 2013
415
A Time for Change: Advocating for STSE Education Through Professional Learning Communities
Pedretti, Erminia / Bellomo, Katherine | 2013
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