Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior

A. Pabuccu; S. Erduran

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Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior

机译：在有关气体行为的故事中调查学生对化学的认知和叙事实践的参与

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This study investigated secondary school students' engagement in epistemic and narrative practices of chemistry in the context of a chemistry story on gas behavior. Argumentation is an example of an epistemic practice in science and stories are one kind of narrative (Ricoeur, 1981). By using a chemistry story, the authors hoped to engage students in the argumentation processes by linking chemistry knowledge to everyday contexts (Erduran and Pabuccu, 2012). Student group discussions and written frames during the activity were used as data sources. Analysis of these student outcomes concentrated on (a) the nature of the students' discourse; (b) the quality of students' argumentation; and (c) students' conceptual understanding of gas behaviors. The authors categorized the nature of group discourse using five different codes, determined the quality of student argumentation by counting the number of rebuttals, and measured conceptual understanding through students' answers in the writing frames. The results of this study add to the literature seeking to understand how to develop students' engagement in the argumentation process, how to enhance the quality of students' argumentations, and how to improve their conceptual understanding of gas behaviors.

机译：本研究以气体行为的化学故事为背景，调查了中学生对化学的认知和叙事实践的参与。争论是科学中的认知实践的一个例子，而故事是一种叙事（Ricoeur，1981）。通过使用化学故事，作者希望通过将化学知识与日常情境联系起来，使学生参与论证过程（Erduran和Pabuccu，2012）。活动期间的学生小组讨论和书面框架被用作数据源。对这些学生成果的分析集中于（a）学生话语的性质; （b）学生论证的质素; （c）学生对气体行为的概念理解。作者使用五种不同的代码对小组讨论的性质进行了分类，通过计算反驳次数确定了学生论证的质量，并通过写作框架中学生的回答来衡量概念理解。这项研究的结果为寻求了解如何发展学生对论证过程的参与，如何提高学生论证的质量以及如何提高他们对气体行为的概念性理解的文献提供了补充。

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《Chemistry Education Research and Practice》 |2016年第3期|共页
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A. Pabuccu; S. Erduran;
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Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior

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