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Introducing High School Biology Students to Argumentation About Socioscientific Issues

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dc.contributor.authorDawson, Vaille
dc.contributor.authorVenville, Grady
dc.date.accessioned2018-10-17T04:53:48Z
dc.date.available2018-10-17T04:53:48Z
dc.date.issued2013
dc.description.abstractThe 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.en_AU
dc.format.mimetypeapplication/pdfen_AU
dc.identifier.issn1492-6156en_AU
dc.identifier.urihttp://hdl.handle.net/1885/148445
dc.publisherTaylor & Francisen_AU
dc.rights© Taylor & Francisen_AU
dc.sourceCanadian Journal of Science, Mathematics and Technology Educationen_AU
dc.titleIntroducing High School Biology Students to Argumentation About Socioscientific Issuesen_AU
dc.typeJournal articleen_AU
local.bibliographicCitation.issue4en_AU
local.bibliographicCitation.lastpage372en_AU
local.bibliographicCitation.startpage356en_AU
local.contributor.affiliationVenville, G., Office of the Vice Chancellor, The Australian National Universityen_AU
local.contributor.authoruidu1055108en_AU
local.description.embargo2037-12-31
local.identifier.citationvolume13en_AU
local.identifier.doi10.1080/14926156.2013.845322en_AU
local.type.statusPublished Versionen_AU

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