LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL |
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Authors: | Email author" target="_blank">Shu-Sheng?LinEmail author Joel?J?Mintzes |
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Institution: | (1) Science and Mathematics Education Centre, Curtin University, Kent Street, Bentley, 6102, Western Australia, Australia;(2) Graduate School of Education, University of Western Australia, 35 Stirling Highway, Crawley, 6009, Western Australia, Australia |
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Abstract: | This article describes an effort to explore and enhance argumentation skills of Taiwanese grade 6 students through instruction
in socioscientific issues. An experienced elementary school teacher was given 8 months of personalized instruction on argumentation
skills and socioscientific issues, then subsequently implemented a 17-h classroom unit on the establishment of Ma-Guo National
Park. His students learned to establish claims and warrants, construct counterarguments, offer supportive arguments, and provide
evidence for each one. Data consisted of student responses to questionnaires and individual follow-up interviews. A multiple
regression analysis revealed that success in learning argumentation skills was not substantially related to pre-instruction
argumentation skills, but significantly related to the student ability levels. High-ability students were significantly better
than low-ability students at generating complete arguments. Most students elaborated their arguments, and more high-ability
students offered rebuttals after instruction. However, even these high achievers did not completely understand the meaning
of evidence and often misused supplementary warrants as evidence. |
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Keywords: | |
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