A Study on Ninth Grade Students’ Learning Achievement and Argumentation Skills Utilizing Socioscientific Issues
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Published:
Jun 21, 2018
Keywords:
Socioscientific issues Argumentation skills Learning achievement
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Abstract
The development of argumentation skills is essential for learners to get a better understanding of science concepts. The instruction encouraging learners to gain argumentation skills and to be able to apply science concepts properly is argument-based instruction utilizing socioscientific issues because it challenges learners to think analytically, use scientific concepts, and select reliable evidence for decision making. This paper aimed to study the relation between argumentation skills and learning achievement of 36 grade-9 students who had good learning achievement in science. The research instruments used for data collection were achievement test, questionnaires and the evaluation criteria for argumentation skills. In this study, it found that the students have high achievement but most of students had moderate argumentation skills as they did not use science concepts properly with their answers. Therefore, their learning achievement was not related with argumentation level.
The implication of this study presented important basic data for development of learning management utilizing socioscientific issues to encourage learner’s argumentation skills.
Article Details
How to Cite
รัตนคอน ภ., เครืออินทร์ น., & นุกูลธรรม ก. (2018). A Study on Ninth Grade Students’ Learning Achievement and Argumentation Skills Utilizing Socioscientific Issues. Udon Thani Rajabhat University Journal of Humanities and Social Science, 7(1), 139–158. retrieved from https://so06.tci-thaijo.org/index.php/hsudru/article/view/180418
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Research Article
References
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Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into Argumentation: Developments in the Application of Toulmin’s Argument Pattern for Studying science discourse. Journal Science Education, 88, 915-933.
Garcia-Mila, M., Gilabert, S., & Felton, M. (2013). The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse. Journal Science Education, 97(4), 497-523.
Jho, H., Yoon, H. G., & Kim, M. (2014). The Relationship of Science Knowledge, Attitudeand Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea. Journal Science and Education, 23(5), 1131-1151.
Khun, D., & Udell, W. (2003). “The Development of Argument Skills” Child Development, 74(5), 1245-1260.
Lin, S.S. (2014). Science and Non-Science Undergraduate Students’ Critical Thinking and Argumentation Performance in Reading a Science News Report. International Journal of Science and Mathematics Education, 12(5), 1023-1046.
Lin, S. S., & Mintzes, J. J. (2010). Learning Argumentation Skills Through Instruction in Socioscientific Issues: The Effect of Ability Level. Taiwan: National Science Council. International Journal of Science and Mathematics Education, 8, 993-1017.
Ogan-Bekiroglu, F., & Belek, D. E. (2014). Impact of Model-Based Teaching on Argumentation Skills. International Journal of Progressive Education, INASED, 10(1), 59-72.
Okumus, S., & Unal, S. (2012). The Effects of argumentation model on students’ achievement and argumentation skills in science. Procedia-Social and Behavioral Science, 46, 457-461.
Organisation for Economic Co-operation and Development. (2012). “Committee on Conceptual Framework for the New K–12 Science Education Standards” Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Retrieved March, 10, 2015, from https://www. oecd.org/education/school/50293148.pdf.
Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 29(4), 411-423.
Sadler, T. D., & Donnelly, L. D. (2006). Socioscientific Argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488.
., & Fowler, S. R. (2006). A Threshold Model of content knowledge transfer for socioscientific argumentation, Journal Science Education, 90(6), 986 - 1004.
., & Zeidler, D. L. (2003). “Weighing in on Genetic Engineering and Morality: Students Reveal their Ideas, Expectations, and Reservations” Annual Meeting of the National Association for Research in Science Teaching. Retrieved March, 25, 2015, from https://www.eric.ed.gov.
Sampson, V., & Clark, D. V. (2008). Assessment of the ways Students Generated Arguments in Science Education: Current Perspectives and Recommendations for Future Direction. Journal Science Education, 92(3), 447-472.
Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
Shoulders, C. W., & Myers, B. E. (2013). Socioscientific issues-based instruction: An investigation of agriscience students’ content knowledge based on student variables. Journal of Agricultural Education, 54(3), 140-156.
Tiang, N. H., & Mei, C. S. (2014). Making Thinking Visible In Classroom Via Scientific Argumentation. Proceedings of the International Science Education Conference 2014. National Institute of Education, Singapore, 1252-1267.
Toulmin, S. E. (2003). The Uses of Argument. 2nd ed. Cambridge, UK: Cambridge University Press.
Venville, G.J., & Dawson, V. M. (2010). The Impact of a Classroom Intervention on Grade 10 Students’ Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science. Journal of research in science teaching, 47(8), 952-977.
Walker, J. P., & Sampson, V. (2013). Learning to argue and arguing to learn: Argumentdriven inquiry as a way to help undergraduate chemistry students learn how toconstruct arguments and engage in rgumentation during a laboratory course. Journal of Research in Science Teaching, 50(5), 561-596.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A Research-based Framework for Socioscientific Issues Education. Journal Science Education, 89(3), 357-377.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classroom. Journal Science Education, 84(3), 287-312.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into Argumentation: Developments in the Application of Toulmin’s Argument Pattern for Studying science discourse. Journal Science Education, 88, 915-933.
Garcia-Mila, M., Gilabert, S., & Felton, M. (2013). The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse. Journal Science Education, 97(4), 497-523.
Jho, H., Yoon, H. G., & Kim, M. (2014). The Relationship of Science Knowledge, Attitudeand Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea. Journal Science and Education, 23(5), 1131-1151.
Khun, D., & Udell, W. (2003). “The Development of Argument Skills” Child Development, 74(5), 1245-1260.
Lin, S.S. (2014). Science and Non-Science Undergraduate Students’ Critical Thinking and Argumentation Performance in Reading a Science News Report. International Journal of Science and Mathematics Education, 12(5), 1023-1046.
Lin, S. S., & Mintzes, J. J. (2010). Learning Argumentation Skills Through Instruction in Socioscientific Issues: The Effect of Ability Level. Taiwan: National Science Council. International Journal of Science and Mathematics Education, 8, 993-1017.
Ogan-Bekiroglu, F., & Belek, D. E. (2014). Impact of Model-Based Teaching on Argumentation Skills. International Journal of Progressive Education, INASED, 10(1), 59-72.
Okumus, S., & Unal, S. (2012). The Effects of argumentation model on students’ achievement and argumentation skills in science. Procedia-Social and Behavioral Science, 46, 457-461.
Organisation for Economic Co-operation and Development. (2012). “Committee on Conceptual Framework for the New K–12 Science Education Standards” Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Retrieved March, 10, 2015, from https://www. oecd.org/education/school/50293148.pdf.
Oulton, C., Dillon, J., & Grace, M. M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 29(4), 411-423.
Sadler, T. D., & Donnelly, L. D. (2006). Socioscientific Argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488.
., & Fowler, S. R. (2006). A Threshold Model of content knowledge transfer for socioscientific argumentation, Journal Science Education, 90(6), 986 - 1004.
., & Zeidler, D. L. (2003). “Weighing in on Genetic Engineering and Morality: Students Reveal their Ideas, Expectations, and Reservations” Annual Meeting of the National Association for Research in Science Teaching. Retrieved March, 25, 2015, from https://www.eric.ed.gov.
Sampson, V., & Clark, D. V. (2008). Assessment of the ways Students Generated Arguments in Science Education: Current Perspectives and Recommendations for Future Direction. Journal Science Education, 92(3), 447-472.
Shamos, M. H. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
Shoulders, C. W., & Myers, B. E. (2013). Socioscientific issues-based instruction: An investigation of agriscience students’ content knowledge based on student variables. Journal of Agricultural Education, 54(3), 140-156.
Tiang, N. H., & Mei, C. S. (2014). Making Thinking Visible In Classroom Via Scientific Argumentation. Proceedings of the International Science Education Conference 2014. National Institute of Education, Singapore, 1252-1267.
Toulmin, S. E. (2003). The Uses of Argument. 2nd ed. Cambridge, UK: Cambridge University Press.
Venville, G.J., & Dawson, V. M. (2010). The Impact of a Classroom Intervention on Grade 10 Students’ Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science. Journal of research in science teaching, 47(8), 952-977.
Walker, J. P., & Sampson, V. (2013). Learning to argue and arguing to learn: Argumentdriven inquiry as a way to help undergraduate chemistry students learn how toconstruct arguments and engage in rgumentation during a laboratory course. Journal of Research in Science Teaching, 50(5), 561-596.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A Research-based Framework for Socioscientific Issues Education. Journal Science Education, 89(3), 357-377.
