Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in...

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Bibliographic Details
Published in:Research in science education (Australasian Science Education Research Association) 2020-06, Vol.50 (3), p.863-883
Main Authors: Dawson, Vaille, Carson, Katherine
Format: Article
Language:English
Subjects:
Beginning Teachers
Careers
Climate
Climate change
Controversial Issues (Course Content)
Disadvantaged Schools
Earth Science
Education
Foreign Countries
Instructional Effectiveness
Persuasive Discourse
Professional development
Qualitative analysis
Science and Society
Science Education
Science teaching
Secondary education
Secondary school science
Secondary School Students
Skill Development
Skills
Socioscientific issues
Students
Teachers
Young adults
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Summary:Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p
ISSN:0157-244X
1573-1898
DOI:10.1007/s11165-018-9715-x