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The Use of Argumentation in Science Education to Promote the Development of Science Proficiency
Patrick Enderle
Jonathon Grooms
Victor Sampson
其他書名
A Comparative Case Study
出版
ERIC Clearinghouse
, 2013
URL
http://books.google.com.hk/books?id=TgTovgEACAAJ&hl=&source=gbs_api
註釋
Science proficiency refers to the knowledge and skills that individuals need to have in order to function effectively in an increasingly complex, information-driven society. The Argument-Driven Inquiry (ADI) instructional model is one strategy designed to foster the development of four key aspects of scientific proficiency. Classroom activities structured according to the ADI model engage students in designing data collection and analysis procedures, argument generation, group argumentation, scientific writing, and double blind peer review processes. This study explores students' development of science proficiency over the course of an academic year in two different high schools. The students at both high schools were enrolled in the same Biology course; however, the nature of the laboratory instruction in these two contexts was rather different. The objective of this study, as a result, was to document what the students in these two contexts learned in order to examine how the nature of laboratory instruction can hinder or foster the development of science proficiency over time. This research setting involved the high school biology course at a university research school (School A) and a neighboring public high school in the same county (School B). The authors conducted a comparative case study to examine what students learned from their laboratory experiences at the two different schools. They administered four different assessments at the beginning and end of the school year in order to document how students' performance on each assessment changed over time. Their goal for examining how student performance on each assessment changed was not to determine which group of students learned more; rather it was to examine what these students learned in each instructional context. Results suggest that ADI laboratories may have a positive impact on the development of science proficiency in the context of high school biology. Tables and figures are appended.
