Development of Grade 10 Students' Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy

Autor/inn/en	Pimvichai, Jirutthitikan; Yuenyong, Chokchai; Buaraphan, Khajornsak
Titel	Development of Grade 10 Students' Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy
Quelle	In: Journal of Technology and Science Education, 9 (2019) 3, S.428-441 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pimvichai, Jirutthitikan) ORCID (Yuenyong, Chokchai) ORCID (Buaraphan, Khajornsak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Grade 10; Persuasive Discourse; Science and Society; Secondary School Students; Foreign Countries; Secondary School Science; Units of Study; Science Instruction; Instructional Effectiveness; Thailand + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Sekundarschüler; Ausland; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students' scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students' tasks, discourse and informal interview were collected and interpreted according to the Toulmin's Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students' scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study are designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01