Journal of Science Teacher Education Pub Date : 2020-10-05 , DOI: 10.1080/1046560x.2020.1822652 Rola Khishfe 1
ABSTRACT
The study investigated how explicit instruction of argumentation-in the context of socioscientific issues (SSI)- and explicit instruction of NOS, compared with explicit instruction of argumentation only, can develop grade 10 students’ argumentation skills and NOS conceptions. Participants were 36 grade 10 students enrolled in two sections that were randomly assigned into two groups: Treatment and Comparison. The treatment lasted for 4 months and involved two units about autotrophy and the nervous system. Both the Treatment and Comparison group participants received explicit instruction of argumentation -in the context of SSI. Yet, the Treatment group participants experienced explicit instruction of NOS. To assess participants’ argumentation skills and NOS conceptions, they were pre- and post-tested using two open-ended questionnaires as well as individual semi-structured interviews. Results indicated that there were improvements related to the learning of argumentation skills for participants in both the Treatment and Comparison groups, who experienced explicit argumentation instruction. Yet, the degree of improvement varied between the two groups, favoring the Treatment group. Results also showed developments in the NOS conceptions of the Treatment group participants who experienced explicit instruction of NOS and argumentation. These results were interpreted along the following themes: instruction of argumentation, instruction of NOS, and coupling of instruction for argumentation and NOS.
中文翻译:
关于论证和科学本质的明确指导和学生学习
摘要
该研究调查了在社会科学问题(SSI)语境中的明确的论证指导和NOS的明确指导,与仅明确的论证指导相比,如何发展10年级学生的论证技能和NOS构想。参加者有36位10年级学生,分为两个部分,随机分为两组:治疗和比较。治疗持续了四个月,涉及两个有关自养和神经系统的单元。在SSI的背景下,治疗组和比较组参与者均接受了明确的论证指导。然而,治疗组的参与者经历了NOS的明确指导。为了评估参与者的论证技巧和NOS概念,他们使用两个开放式问卷以及个别的半结构式访谈进行了预测试和后测试。结果表明,在治疗组和比较组中,参加过明确的论证指导的参与者与论证技能的学习都有改进。然而,两组之间的改善程度各不相同,偏爱治疗组。结果还显示,经历过明确的NOS指导和论证的治疗组参与者的NOS观念有所发展。按照以下主题解释了这些结果:论证指令,NOS指令以及论证和NOS指令的耦合。结果表明,在治疗组和比较组中,参加过明确的论证指导的参与者与论证技能的学习都有改进。然而,两组之间的改善程度各不相同,偏爱治疗组。结果还表明,经历过NOS明确指导和论证的治疗组参与者的NOS观念有所发展。按照以下主题解释了这些结果:论证指令,NOS指令以及论证和NOS指令的耦合。结果表明,在治疗组和比较组中,参加过明确的论证指导的参与者与论证技能的学习都有改进。然而,两组之间的改善程度各不相同,偏爱治疗组。结果还显示,经历过明确的NOS指导和论证的治疗组参与者的NOS观念有所发展。按照以下主题解释了这些结果:论证指令,NOS指令以及论证和NOS指令的耦合。结果还显示,经历过明确的NOS指导和论证的治疗组参与者的NOS观念有所发展。按照以下主题解释了这些结果:论证指令,NOS指令以及论证和NOS指令的耦合。结果还显示,经历过明确的NOS指导和论证的治疗组参与者的NOS观念有所发展。按照以下主题解释了这些结果:论证指令,NOS指令以及论证和NOS指令的耦合。