Analysis of debating strategies in classroom in the field of biotechnology (original) (raw)
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The aim of this research was to investigate the argumentation skills of 10th grade Greek students and the type of informal reasoning they use about Biotechnology issues, as also whether there were differences between students that had different approaches to this subject. We worked with three groups of students: the first had been traditionally taught Biotechnology for 4 hours, the second was not taught Biotechnology at all and the third carried out a Project (a new subject introduced in the Greek curriculum during the school year 2011-2012) relating to Biotechnology for 4 months (3 hours weekly). For the evaluation of the arguments the Toulmin’s model was used, whereas for the characterization of informal reasoning we were based on the classification: rational, intuitive and emotive. Results revealed that the majority of students used intuitive arguments, without particularly strong arguments, based mainly on little evidence. There were no statistically significant differences among the three groups of study on informal reasoning even if the third group of students gave more rational arguments. The strongest arguments involved rational informal reasoning in contrast to the weaker ones which relied on intuitive and emotive.
'Engaging in an argumentative discourse'-narratives from biology classrooms
European Journal of Science & Mathematics Education, 2015
The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appear to be the major transactional approaches adopted by teachers for dealing with these issues. The classroom discourses emanating from teacher student conversations have been analysed on four planes, viz., ethical, social context, interactional context and personal agency of the teacher. Toulmin's method of argument analysis has been used in order to analyse the level of arguments of both teachers and their students. The findings reveal significant differences on all the four planes at K-12 and Undergraduate levels and, have implications for building upon teachers' pedagogical content knowledge (PCK) with respect to ethical issues.
Analysis of the Argumentative Process of Students to a Social Dilemma related to Genetic Content
Acta Scientiae, 2020
Background: Studies on argumentation in science education have been devoted to the theoretical aspects of the quality of the arguments or the contributions and limitations of the proposals or learning environments, among others. Objectives: In particular, our study seeks to analyse the argumentative process of high school students as they experience an argumentation activity about the disciplinary content of genetics. Design: The intervention process was carried out through the course "Dialogues on Genetics," which lasted six weeks with a 16 hour-class workload. To achieve our objective, we analysed the data collected from Activity 8, entitled "Social dilemma related to consumption and production of genetically modified food." Setting and Participants: Twelve students between 15 and 18 years old, attending the 3rd grade of the High-School Integrated Vocational Course on Fishery Resources of IFRN-Campus Macau participated in this research. Data collection and analysis: The data collected consisted of audio and video recordings, which was organised through software ELAN, and the written record of the consensual argument each group prepared. Results: Our analysis of the dialogue data involved in the formulation of a consensual argument by a group of students identified three stages of the argumentative process, namely, (I) proposition, (II) negotiation, and (III) agreement. Conclusions: We evidenced that, following this three-part model, the argumentative process is repeated until the group reaches a consensus or withdraws from trying to persuade the peer with a counterclaim.
Analysis of argumentation skills in biology learning
AIP Conference Proceedings
Argumentation skill is the ability to claim and premise in making a decision based on available information and facts. A measurement method is used to assess argumentation skills based on Toulmin's argumentation pattern-consisting of six aspects, namely statements, data, reasons, support, qualifications, and rebuttals. The purpose of this study is to reveal the profile of students' argumentation skills in learning biology. This research uses a descriptive quantitative method. A total of 63 students of Grade X Science Core at Public High School 3 Pontianak were selected as samples in this study. The results showed that the students' argumentation skills were in the low category. It can be seen from the average of each aspect of argumentation, i.e., the aspect of the claim is in the sufficient category (62.5%), the ground aspect is in the sufficient category (50.3%), the warrant is in a good category (72.6%), the backing aspect is in the moderate category (54.3%), and the rebuttal aspect is in a low category (23.4%).
Enhancing the quality of argumentation in school science
… of Research in Science …, 2004
The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over two years between 1999 and 2001 in junior high schools in the greater London area. The research was conducted in two phases. In the first developmental phase, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom and to assess teachers' development with teaching argumentation. Data were collected by videoing and audio recording the teachers attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher specific, as is the nature of the change.
Enhancing the quality of argument in school science
Journal of Research in Science Teaching, 2004
The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over two years between 1999 and 2001 in junior high schools in the greater London area. The research was conducted in two phases. In the first developmental phase, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom and to assess teachers' development with teaching argumentation. Data were collected by videoing and audio recording the teachers attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher specific, as is the nature of the change.
What Students’ Arguments Can Tell Us: Using Argumentation Schemes in Science Education
Argumentation, 2012
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Jurnal Pendidikan IPA Indonesia, 2021
This research aims to examine undergraduate students’ argumentation skills during and after the learning process in the classroom setting and their responses toward the implementation of socioscientific issues (SSI) through debate in the learning process. This research involved 32 undergraduate students and implemented design-based research with pretest and posttest in a natural classroom setting using three topics of SSI debate that widely discussed in Indonesia: Nuclear Powerplant (Topic 1), Food Preservation (Topic 2), and Genetically Modified Organism (Topic 3). Data was collected using observation sheets, tests, and questionnaires. Observation is to measure argumentation ability when applying the debate method in class settings, the test measures the improvement of argumentation skills, and questionnaires measure students’ responses to the application of the debate method. In this study, argumentation scores were obtained from six indicators and divided by a maximum score of 24...