Introducing High School Biology Students to Argumentation About Socioscientific Issues
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)...[Show more]
|Collections||ANU Research Publications|
|Source:||Canadian Journal of Science, Mathematics and Technology Education|
|Access Rights:||Open Access|
|Introducing High School Biology Students.pdf||525.91 kB||Adobe PDF||Request a copy|
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