TY - JOUR
T1 - Reinforcement of scientific literacy through effective argumentation on an energy-related environmental issue
AU - Chen, Shih Yeh
AU - Liu, Shiang Yao
N1 - Funding Information:
Funding of this research work was supported by the Ministry of Science and Technology, Taiwan, under grant no. MOST 106-2515-S-006-006. The authors also appreciated the comments of Prof. Wen-Hua Chang on the research design pattern and Prof. Hsin-Kai Wu on the deployment of the article structure.
Funding Information:
Funding of this research work was supported by the Ministry of Science and Technology, Taiwan, under grant no. MOST 106-2515-S-006-006. The authors also appreciated the comments of Prof. Wen-Hua Chang on the research design pattern and Prof. Hsin-Kai Wu on the deployment of the article structure..
Publisher Copyright:
© 2018 by the authors.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
KW - Argumentation
KW - Conceptual knowledge
KW - Scientific literacy
KW - Socioscientific issue
KW - Solar energy
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U2 - 10.29333/ejmste/95171
DO - 10.29333/ejmste/95171
M3 - Article
AN - SCOPUS:85055318951
SN - 1305-8215
VL - 14
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 12
M1 - em1625
ER -
