Reinforcement of scientific literacy through effective argumentation on an energy-related environmental issue

Shih Yeh Chen, Shiang Yao Liu

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study designed a teaching unit in a chemistry course to engage students in discussing the complex issue of renewable energy development. In the 11-week learning activities, 66 ninth-grade students experienced individual exploration, group collaborative learning, and the operation of a web-based instant response system. Their learning outcomes were measured by the scientific conceptual test and the scientific literacy questionnaire, while their decision-making and argumentation processes were recorded using the instant response system. Results indicated statistically significant gains on the scientific concepts regarding solar cell and energy sources, as well as on the scores of scientific literacy. Likewise, students performed a substantial increase in argumentation skills, especially for those related to evidence-based arguments. Different science achievers showed a mixed pattern in proposing evidence to support their arguments. Using web technology in teaching argumentation on environmental issues is promised to raise students' interest in acquiring scientific knowledge to deal with relevant issues.

Original languageEnglish
Article numberem1625
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number12
DOIs
Publication statusPublished - 2018 Jan 1

Fingerprint

Argumentation
Reinforcement
argumentation
reinforcement
literacy
Students
energy
Instant
Energy
Collaborative Learning
Teaching
Solar Energy
Renewable Energy
student
Solar Cells
teaching unit
learning
Questionnaire
Web-based
Chemistry

Keywords

  • Argumentation
  • Conceptual knowledge
  • Scientific literacy
  • Socioscientific issue
  • Solar energy

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

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