TY - JOUR
T1 - Introducing High School Biology Students to Argumentation About Socioscientific Issues
AU - Dawson, V.M.
AU - Venville, Grady
PY - 2013
Y1 - 2013
N2 - 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
AB - 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
U2 - 10.1080/14926156.2013.845322
DO - 10.1080/14926156.2013.845322
M3 - Article
VL - 13
SP - 356
EP - 372
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
SN - 1492-6156
IS - 4
ER -