Effects of Promoting Argumentation on Students' Reasoning in Physics (original) (raw)
Related papers
Background: The way how science learn in schools is very much contradicted with the ethos of science. In schools, teachers present science as a readymade subject. This 'readymade' science in school ignores the contexts and situations in which concepts and theories in science are originally derived and used. Students get estranged from original scientific practices. Since the students are not expertise the epistemology of science, they failed to analyse the socio-scientific controversies they face in the modern technological world. Argumentation practices play a vital role in scientific epistemology. By integrating argumentation into science instructions, students can get a great opportunity to practice the language of science (Tippett, 2009). Materials and Methods: In the present study, the investigator developed argumentation based instructional strategy to teach physics at higher secondary level. The investigator conducted a quasi-experimental research to validate effectiveness of Argumentation based Instruction on achievement in physics. For experimentation, the investigator selected students from two intact classes of grade 11 as sample of the study. From these, one class was randomly selected as control group and the other as experimental group. Then the investigator administered the pretests-Verbal Intelligence Test and Achievement Test in Physics for both groups. After the experimental treatment, the investigator administered the posttest-Achievement Test in Physics for both groups. The results of the tests were analysed statistically. Results: The posttest and gain scores of achievement in physics of experimental and control group differ significantly at .01 level. Higher scores are associated with the experimental group. This points out that students who were taught through Argumentation based Instruction show significant enhancement in their achievement in physics than the students who received instruction through conventional method. Conclusion: Argumentation based Instruction is more effective in enhancing Achievement in Physics of higher secondary school students than conventional method of teaching.
2008
Teaching argumentation skills has been the focus of science education research which views argumentation instruction as a way to improve scientific reasoning skills in science classrooms. Argumentation research has mostly focused on examining the quality of classroom discourse in science classes, scaffolding student argumentation process, and in-service science teacher development of pedagogical skills related to argumentation.
Introducing scientific argumentation practices in physics teacher’s undergraduate curricula
Journal of Physics: Conference Series, 2019
Recent educational research has suggested that introducing argumentation practices in science classrooms is an important approach to reach the goals of SSI education. However, it is safe to state that few undergraduate students have had the chance to engage in such practices during their time of formal instruction. With this in mind, this paper aims to present a case study about the introduction of argumentation practices that has been carried out with the participation of seven undergraduate Physics students of a public university in the state of Sao Paulo, Brazil. The debate was conducted as a simulated public hearing session, in which students were grouped in pairs and each pair was called to interpret a different social group involved in the Brazilian nuclear plan issue. The analysis was done using a recent methodology developed especially for argumentation exchanges in classrooms. While mediating the debate session, it was possible to notice a deep immersion in the role-played characters and a wider understanding of the social, economic and political issues involved in the nuclear area of Brazil.
Argumentation in Whole-Class Teaching and Science Learning
Psykhe (Santiago), 2014
Peers' discussion of contradictory ideas has been proven to promote students' learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre-and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students' counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.
2015
In recent years, there has been a major shift in perceiving learning from a process confined to individual mind towards process involving social and cultural dimensions. Considering science learning as something isolated from society and confined only to mere observation and experiment is a divorce to the material bond of science and society. The inclusion of argumentation and debate in the science classroom is a rising area of interest among science educators. Argumentative practices are central both to education and science. Pedagogies which foster argumentation lie at the heart of an effective education in science. In the present study, the investigators developed an instructional strategy infusing argumentative practices and named as Argumentation based Instruction. In order to validate effectiveness of Argumentation based Instruction on achievement in science; the investigators conducted a quasi-experimental research. Comparing the pre test and post test scores of experimental ...
Eurasian Journal of Physics and Chemistry Education, 2012
Observing the argumentation of a scientific event and understanding skill is an important component of scientific literacy. In this paper, the effect of lecturing with argumentation-oriented activities in science classes on student success and the retention of knowledge has been analyzed. The study was conducted between 2006 and 2008 academic years in an elementary school in Amasya, Turkey. The study employed a quasi-experimental research method. Argumentation based teaching method was used in experimental group. Traditional teaching method was used in control group. Two different tests were developed for data collection in the study. A subject-related success test was developed in order to determine the success of students and a preliminary knowledge test was developed to check whether the classes were equivalent and to determine their preliminary knowledge. It has been found out that there was a significant difference in favor of the experimental group in terms of student success and the retention of knowledge. When experimental groups worked on for two years were compared, no significant difference was detected between student success rates; however, the scores of second year experimental group were found to be higher. It can be said that argumentation based teaching model affects students' development of conceptual understanding and their information permanence. Argumentation can also be employed in teaching other subjects. Class activities have to be developed and argumentation norms have to be applied in science teaching so that young individuals can gain confidence in employing argumentation.
A Publication of Faculty of Education, Kampala International University College, Dar Es-Salaam, Tanzania, 2016
If it is true that science, and physics in particular is the instrument per excellence to scientific and technological advancement of any nation towards meeting the sustainable development goals, it becomes very imperative for science educators in Nigeria to advocate for the introduction of a more students-centered strategy for teaching physics and by extension other science subjects in our secondary schools. One of such strategy is a dialogic method of teaching called scientific argumentation. There is no doubt in the fact that the aged-long traditional method of instruction where the teacher as the primary information giver stand in front of the students to present the content in lecture form, solves some exemplary problems and reduced the students to mere listeners and note takers is still very much in vogue in our secondary schools. This approach cannot lead us to the so much desired scientific and technological advancement. This paper has therefore, adopted a theoretical approach to make a case for the introduction of scientific argumentation as an alternative instructional strategy to teach science subjects in Nigerian secondary schools with special emphasis on physics. It also proposed a working template for the implementation of the strategy for the use of physics teachers. Among the useful recommendations proffered, it was suggested that in-service training should be organized for professional development of the physics teachers on the use of scientific argumentation as an instructional strategy, with specific reference to senior secondary school students. With this effort in place, the country will be on the right path towards achieving the Sustainable Development Goals by the year 2030.
Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation
2016
Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation by Anju Taneja MEd, Annamalai University, 1995 BEd, Annamalai University, 1988 MSc, Bombay University, 1984 BSc, Bombay University, 1982 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education
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.
The Effects of Argumentation Model on Students’ Achievement and Argumentation Skills in Science
Procedia - Social and Behavioral Sciences, 2012
kills during the instruction through argumentation model. Semi-experimental design was used in this study. The sample was comprised of totally 40 eight grade students from two different classes in a primary school. An achievement test and semi-structured interviews were used to collect data. The achievement test was implemented to both experimental and control groups as pre-and post-tests. Semi-structured ntation model was used. Also, all discussions in the science lessons were audio recorded to the instruction of the unit. achievement and conceptual understanding on the unit, and there was a significant difference between experimental and control groups in favor of the experimental group. Moreover, the analyses of the data obtained from the interviews and audio recordings clearly indicated that experimental group students' argumentation skills were improved gradually during the instruction.