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Derginin Adı:
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Mevlana International Journal of Education
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Cilt:
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2012/2
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Sayı:
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3
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Makale Başlık:
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Discourse, argumentation, and science lessons: match or mismatch in high school students’ perceptions and understanding?
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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2.01.2013
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Okunma Sayısı:
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2
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Makale Özeti:
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This study investigated high school students’ perception and understanding of
scientific argumentation. The sample consisted of 245 high school students.
Two questionnaires were administered with the sample resulting in
quantitative data. Qualitative analyses of students’ responses were also carried
out. The results indicate that students’ understanding of scientific argument
particularly with respect to their differentiation of justification is quite limited.
Students have difficulties in understanding types of justification. Even though
students appreciate the role of argumentation and discourse in science teaching
and learning, their perceptions of the use of various strategies in the
implementation of argumentation were contradictory. Students’ perceptions of
discourse are based on categories classified as knowledge, implementation,
understanding, importance of science, actions by students and teachers, and
classroom management. Students’ perceptions’ of argumentation include
similar themes as in perceptions of discourse. There were only two different
themes which were related to knowledge and nature of science instead of
classroom environment and importance of science, respectively. This study
contributes to the evidence base for understanding the connection between
students’ argumentation perceptions and their improved engagement in
argumentative discourse. Additionally, the study suggests the need for
developing students’ metacognitive skills
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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