Discourse, argumentation, and science lessons: match or mismatch in high  school students’ perceptions and understanding?

dc.creator	Ebru KAYA
dc.creator	Sibel ERDURAN
dc.creator	Pinar Seda CETIN
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:07Z
dc.date.available	2015-08-12T11:19:07Z
dc.identifier	2146-7951
dc.identifier	https://doaj.org/article/9945b8c050b8448d9cb41cc965db89d2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27381
dc.description	This study investigated high school students’ perception and understanding of scientific argumentation. The sample consisted of 245 high school students. Two questionnaires were administered with the sample resulting in quantitative data. Qualitative analyses of students’ responses were also carried out. The results indicate that students’ understanding of scientific argument particularly with respect to their differentiation of justification is quite limited. Students have difficulties in understanding types of justification. Even though students appreciate the role of argumentation and discourse in science teaching and learning, their perceptions of the use of various strategies in the implementation of argumentation were contradictory. Students’ perceptions of discourse are based on categories classified as knowledge, implementation, understanding, importance of science, actions by students and teachers, and classroom management. Students’ perceptions’ of argumentation include similar themes as in perceptions of discourse. There were only two different themes which were related to knowledge and nature of science instead of classroom environment and importance of science, respectively. This study contributes to the evidence base for understanding the connection between students’ argumentation perceptions and their improved engagement in argumentative discourse. Additionally, the study suggests the need for developing students’ metacognitive skills.
dc.language	English
dc.publisher	Mevlana University Educational Faculty
dc.relation	http://mije.mevlana.edu.tr/archieve/issue_2_3/2_mije_12_Si_01_volume_2_issue_3_page_1_32.pdf
dc.relation	https://doaj.org/toc/2146-7951
dc.source	Mevlana International Journal of Education, Vol 2, Iss 3, Pp 1-32 (2012)
dc.subject	Argumentation
dc.subject	Discourse
dc.subject	Metacognitive Skills
dc.subject	Science Education
dc.subject	Students’ Perceptions
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Discourse, argumentation, and science lessons: match or mismatch in high school students’ perceptions and understanding?
dc.type	article