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Enhancing nature of science understa...

Callahan, Brendan E.

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Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues./
作者:	Callahan, Brendan E.
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3213.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Epistemology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3420578
ISBN:	9781124187464

Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues.
Callahan, Brendan E.

Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues. - 189 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3213.

Thesis (Ph.D.)--University of South Florida, 2009.

There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible relationships between a socioscientific issues based curriculum and three outcome variables: nature of science understanding, reflective judgment, and argumentation skill. Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester of high school Biology I. Results indicated that the socioscientific issues based curriculum did not produce statistically significant changes over the course of one semester. However, the treatment group scored better on all three instruments than the comparison group. The small sample size may have contributed to the inability to find statistical significance in this study. The qualitative interviews did indicate that some students provided more sophisticated views on nature of science and reflective judgment, and were able to provide slightly more complex argumentation structures. Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.

ISBN: 9781124187464Subjects--Topical Terms:

896969
Epistemology.

Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues.
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520 $a There is a distinct divide between theory and practice in American science education. Research indicates that a constructivist philosophy, in which students construct their own knowledge, is conductive to learning, while in many cases teachers continue to present science in a more traditional manner. This study sought to explore possible relationships between a socioscientific issues based curriculum and three outcome variables: nature of science understanding, reflective judgment, and argumentation skill. Both quantitative and qualitative methods were used to examine both whole class differences as well as individual differences between the beginning and end of a semester of high school Biology I. Results indicated that the socioscientific issues based curriculum did not produce statistically significant changes over the course of one semester. However, the treatment group scored better on all three instruments than the comparison group. The small sample size may have contributed to the inability to find statistical significance in this study. The qualitative interviews did indicate that some students provided more sophisticated views on nature of science and reflective judgment, and were able to provide slightly more complex argumentation structures. Theoretical implications regarding the use of explicit use of socioscientific issues in the classroom are presented.
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