In recent years, there has been growing interest in exploring argumentation about socio-scientific issues (SSI) in the classroom to improve students' scientific literacy. Thus, this research aims to investigate how intervention based on argumentation about SSI affects secondary students' patterns of informal reasoning and reasoning quality. The…

Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in…

This study analyzes the potential of group-based negotiation processes based on changes in reasoning and argument weighting for a socioscientific issue (SSI) in biology classes. In the corresponding pre- and post-study, students were encouraged to reason and weight arguments about the conservation of local biodiversity before and after a…

Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers' views of argumentation and its teaching compare in…

Teachers' understanding and teaching of argumentation is gaining more attention in science education research. However, little is known about how science teachers engage in argumentation with teachers of different subject taking an interdisciplinary perspective that may inspire new pedagogical ideas or strategies. In particular, the positioning of…

In this study, we developed machine learning algorithms to automatically score students' written arguments and then applied the cognitive diagnostic modeling (CDM) approach to examine students' cognitive patterns of scientific argumentation. We abstracted three types of skills (i.e., attributes) critical for successful argumentation practice:…

The purpose of this study was to examine "pre-service science teachers'" (PSTs) development of multiple levels of representation and written arguments using an immersive approach to argument, the "science writing heuristic," in general chemistry laboratory I and II courses. Fifty PSTs participated the study, 20 experiments were…

Though we have advocated explicit argumentation instruction in science classes for decades, daily instructions are still found insufficient in improving students' argumentation competence. It is therefore important to explore effective instructional strategies through classroom research. This paper compares instructional strategies for classroom…

This study is aimed at examining science teachers' views of argument in scientific inquiry and argument-based science instruction. Questionnaires were collected from 53 middle and high school science teachers in the metropolitan area of the Republic of Korea. More than half of these respondents seemed to have a clear understanding of argument in…

The current study aimed to make students discover the multidimensional structure of Socio-scientific Issues (SSI) using the SEE-STEP model. Nine-step module has been designed to help students' discover the aspects of the SSI in the implementation process of the research. This research was based on qualitative methodology in determining the study…

The development of students' argumentation competence is one of the major aims of science education and everyday problems, such as decisions on the consumption of tap water or bottled water, which may be suitable contexts to encourage it. Citizens consider of interest certain controversies associated with the bottled water consumption as an…

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on…

The implementation of Science, Technology, Engineering, and Mathematics (STEM) at school is one of the challenges of education in the twenty-first century, especially concerning the development of critical thinking during argumentative interactions. In this paper, I refer to an interdisciplinary approach with the aim to analyze the implicit…

The present study analyses the impact of negotiation processes on activating argumentative resources for decision-making in a socioscientific issue (SSI) in biology classes. The research focuses on the potential of group-based negotiation processes to activate the use of relevant argumentative resources without any prescribed or explicit…

The purpose of this research is to investigate the effect of using argumentation and problem-based learning approaches on the development of environmentally responsible behaviours among pre-service science teachers. Experimental activities were implemented for 14 weeks for 52 class hours in an environmental education class within a science…