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The Effects of Arguing-about-mediascience-reports on Seventh Graders' Learning of Biology: A Preliminary Study
Media Science Report;Science Argumentation;Science Learning
|Issue Date: ||2014-02-18T02:37:16Z
The aim of the study was to determine the relationship between students' argumentation about media science reports and their achievement outcomes. Sixty-two seventh graders (33 boys and 29 girls) from two classes in one school in central Taiw3n were invited to participate. Four media science reports which present science research progress or events related to science were selected to explore their effects on science achievement. The data were four science news worksheets and two achievement tests (Reproduction-Genetics and Evolution) . Science news worksheets were designed according to Toulmin's Argnment Pattern and scored through coding. Two achievement tests related to concepts of science curriculum were produced and were examined by three biology teachers in the same school. Scores of written argumentation were analyzed by repeated measures and the relationship between scores of written argumentation and achievement tests were explored by stepwise regression. The results indicate that it is beneficial to choose science research report at the end of various science units. Moreover, science news argumentation influences science achievement. We conclude that educators can foster junior high school students' learning by cultivating their ability to evaluate media science reports based on evidences, conclusions, approval reasons and rebuttals. Furthermore, utilizing media science reports to help students integrate learning contents at the end of teaching unit, students can bring up better argument structure if science research reports were chosen.
|Relation: ||中等教育, 63(1): 13-37|
|Appears in Collections:||[物理學系] 期刊論文|
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