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...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
University of Toronto Press
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/29190 |
| _version_ | 1848752737852850176 |
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| author | Dawson, Vaille Venville, Grady |
| author_facet | Dawson, Vaille Venville, Grady |
| author_sort | Dawson, Vaille |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T08:13:23Z |
| format | Journal Article |
| id | curtin-20.500.11937-29190 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:13:23Z |
| publishDate | 2013 |
| publisher | University of Toronto Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-291902017-09-13T15:24:21Z Introducing High School Biology Students to Argumentation About Socioscientific Issues Dawson, Vaille Venville, Grady 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. 2013 Journal Article http://hdl.handle.net/20.500.11937/29190 10.1080/14926156.2013.845322 University of Toronto Press restricted |
| spellingShingle | Dawson, Vaille Venville, Grady Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title | Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title_full | Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title_fullStr | Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title_full_unstemmed | Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title_short | Introducing High School Biology Students to Argumentation About Socioscientific Issues |
| title_sort | introducing high school biology students to argumentation about socioscientific issues |
| url | http://hdl.handle.net/20.500.11937/29190 |