About this paper

Appears in:
Page: 2497 (abstract only)
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0153

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

LEARNING AND TRANSFER OF NATURE OF SCIENCE UNDERSTANDINGS AND ARGUMENTATION SKILLS FOR AMERICAN MIDDLE SCHOOL STUDENTS

R. Khishfe

American University of Beirut (LEBANON)
The purpose of the study was to investigate the change in American students’ argumentation skills and NOS understandings as a result of explicit nature of science (NOS) and explicit argumentation instruction in the context of a socioscientific issue. An additional focus of the study was to explore the transfer of American students’ NOS understandings and argumentation skills learned in one socioscientific context into other similar contexts. A total of 121 seventh grade American students from two schools participated in the study. The treatment lasted for eight weeks and involved a physical science unit, which was taught separately by two teachers for two intact groups (Treatments A and B) in each school. Both groups in each school received explicit NOS instruction, but only the Treatment A groups had the additional explicit instruction about argumentation. All participants in the two schools were assessed for the learning and transfer of argumentation skills and NOS understandings in a pre-/post manner using an open-ended questionnaire and interviews about two socioscientific issues. Results showed that Treatment A group participants improved in their learning and transfer of argumentation practice and NOS understandings. Similarly, there were improvements in the learning and transfer of NOS understandings for Treatment B group participants with only some improvements for the argumentation practice. It is worth noting that some of the Treatment A group participants made connections to argumentation when explicating their NOS understandings by end of the study. Results were interpreted in relation to classroom practice and an optimum instructional approach.
@InProceedings{KHISHFE2016LEA,
author = {Khishfe, R.},
title = {LEARNING AND TRANSFER OF NATURE OF SCIENCE UNDERSTANDINGS AND ARGUMENTATION SKILLS FOR AMERICAN MIDDLE SCHOOL STUDENTS},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.0153},
url = {http://dx.doi.org/10.21125/inted.2016.0153},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {2497}}
TY - CONF
AU - R. Khishfe
TI - LEARNING AND TRANSFER OF NATURE OF SCIENCE UNDERSTANDINGS AND ARGUMENTATION SKILLS FOR AMERICAN MIDDLE SCHOOL STUDENTS
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.0153
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 2497
EP - 2497
ER -
R. Khishfe (2016) LEARNING AND TRANSFER OF NATURE OF SCIENCE UNDERSTANDINGS AND ARGUMENTATION SKILLS FOR AMERICAN MIDDLE SCHOOL STUDENTS, INTED2016 Proceedings, p. 2497.
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