Analyzing students’ use of reasons in arguing socioscientific issues through the SEE-SEP model.
2011 (English)Conference paper, Abstract (Refereed)
Socioscientific issues (SSIs) are proved as good contexts to make learners achieve the goal of scientific literacy and to enhance skills of argumentation worldwide. Research has found that reasons from various resources are involved in students’ argumentation on SSIs and also shows that multi-perspective involvement of reasoning is important for the quality of argumentation. To study whether students could use reasons from multi-resources in arguing SSIs, we adopt a model termed SEE-SEP to analyze 208 Swedish upper secondary students’ written arguments on SSIs including global warming, GMO, nuclear power and consumption. The results disclosed that (1) social-science majors and females generated more numbers of reasons and also showed multi-disciplinary reasons; (2) the aspect of value was found used most in students’ argumentation without differences among study backgrounds and genders; (3) reasons from the subject area of science were presented most in the topic of nuclear power and GMO, also without differences among study backgrounds and gender; (4) reasons from the subject area of ethics/morality were generated less among the four SSIs, but relatively, females provided more than males; (5) personal experience were involved far less than the aspects of value and knowledge, especially in the topics of global warming, GMO and nuclear power, in which, the subject area of economy was also presented less. The implications to SSI research and teaching are discussed.
Place, publisher, year, edition, pages
Socioscientific issues, upper secondary students, resources of reasons, the SEE-SEP model, argumentation
Research subject Didactics
IdentifiersURN: urn:nbn:se:su:diva-63503OAI: oai:DiVA.org:su-63503DiVA: diva2:450358
ESERA, Lyon 5-9 sep 2011