Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue

Shih-Yeh Chen; Shiang-Yao Liu

doi:10.29333/ejmste/95171

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Shih-Yeh Chen ¹, Shiang-Yao Liu ¹ ^*

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¹ Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN^* Corresponding Author

Abstract

This study designed a teaching unit in a chemistry course to engage students in discussing the complex issue of renewable energy development. In the 11-week learning activities, 66 ninth-grade students experienced individual exploration, group collaborative learning, and the operation of a web-based instant response system. Their learning outcomes were measured by the scientific conceptual test and the scientific literacy questionnaire, while their decision-making and argumentation processes were recorded using the instant response system. Results indicated statistically significant gains on the scientific concepts regarding solar cell and energy sources, as well as on the scores of scientific literacy. Likewise, students performed a substantial increase in argumentation skills, especially for those related to evidence-based arguments. Different science achievers showed a mixed pattern in proposing evidence to support their arguments. Using web technology in teaching argumentation on environmental issues is promised to raise students’ interest in acquiring scientific knowledge to deal with relevant issues.

Keywords

solar energy
socioscientific issue
conceptual knowledge
argumentation
scientific literacy

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 12, December 2018, Article No: em1625

https://doi.org/10.29333/ejmste/95171

Publication date: 16 Sep 2018

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Article Downloads: 1620

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APA

Chen, S.-Y., & Liu, S.-Y. (2018). Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1625. https://doi.org/10.29333/ejmste/95171

Vancouver

Chen SY, Liu SY. Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue. EURASIA J Math Sci Tech Ed. 2018;14(12):em1625. https://doi.org/10.29333/ejmste/95171

AMA

Chen SY, Liu SY. Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue. EURASIA J Math Sci Tech Ed. 2018;14(12), em1625. https://doi.org/10.29333/ejmste/95171

Chicago

Chen, Shih-Yeh, and Shiang-Yao Liu. "Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 12 (2018): em1625. https://doi.org/10.29333/ejmste/95171

Harvard

Chen, S.-Y., and Liu, S.-Y. (2018). Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1625. https://doi.org/10.29333/ejmste/95171

MLA

Chen, Shih-Yeh et al. "Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 12, 2018, em1625. https://doi.org/10.29333/ejmste/95171