High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?
The aim of this research was to explore Australian high‐school students’ argumentation and informal reasoning about biotechnology. Data were obtained from semi‐structured interviews with 10 Year‐8 students (12–13 years old), 14 Year‐10 students (14–15 years old) and 6 Year‐12 students (16–17 years o...
| Main Authors: | , |
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| Format: | Journal Article |
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Routledge
2009
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| Online Access: | http://hdl.handle.net/20.500.11937/5650 |
| _version_ | 1848744855944036352 |
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| author | Dawson, Vaille Venville, G. |
| author_facet | Dawson, Vaille Venville, G. |
| author_sort | Dawson, Vaille |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The aim of this research was to explore Australian high‐school students’ argumentation and informal reasoning about biotechnology. Data were obtained from semi‐structured interviews with 10 Year‐8 students (12–13 years old), 14 Year‐10 students (14–15 years old) and 6 Year‐12 students (16–17 years old) from six metropolitan high schools in Perth, Western Australia. The transcripts were analysed using both Toulmin’s argumentation pattern and informal reasoning patterns (rational, emotive, and intuitive) as frameworks. The notion of scientific literacy was used as the basis of the theoretical framework to examine the data. Most students used no data or only simple data to justify their claims. Students of all year groups used intuitive and emotive informal reasoning more frequently than rational. Rational informal reasoning was associated with more sophisticated arguments. |
| first_indexed | 2025-11-14T06:08:06Z |
| format | Journal Article |
| id | curtin-20.500.11937-5650 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:08:06Z |
| publishDate | 2009 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-56502017-09-13T14:43:27Z High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? Dawson, Vaille Venville, G. The aim of this research was to explore Australian high‐school students’ argumentation and informal reasoning about biotechnology. Data were obtained from semi‐structured interviews with 10 Year‐8 students (12–13 years old), 14 Year‐10 students (14–15 years old) and 6 Year‐12 students (16–17 years old) from six metropolitan high schools in Perth, Western Australia. The transcripts were analysed using both Toulmin’s argumentation pattern and informal reasoning patterns (rational, emotive, and intuitive) as frameworks. The notion of scientific literacy was used as the basis of the theoretical framework to examine the data. Most students used no data or only simple data to justify their claims. Students of all year groups used intuitive and emotive informal reasoning more frequently than rational. Rational informal reasoning was associated with more sophisticated arguments. 2009 Journal Article http://hdl.handle.net/20.500.11937/5650 10.1080/09500690801992870 Routledge restricted |
| spellingShingle | Dawson, Vaille Venville, G. High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title | High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title_full | High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title_fullStr | High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title_full_unstemmed | High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title_short | High-school Students' Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy? |
| title_sort | high-school students' informal reasoning and argumentation about biotechnology: an indicator of scientific literacy? |
| url | http://hdl.handle.net/20.500.11937/5650 |