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首页> 外文期刊>Research in science education >Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics
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Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

机译：在高中遗传学中培养学生关于社会科学问题的议论技巧的教学策略

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摘要

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin's argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In this case study, an Australian science teacher participated in a one-on-one professional learning session on argumentation before explicitly teaching argumentation skills to two year 10 classes studying genetics. Over two lessons, the teacher used whole class discussion and writing frames of two socioscientific issues to teach students about argumentation. An analysis of classroom observation field notes, audiotaped lesson transcripts, writing frames and student interviews indicate that four factors promoted student argumentation. The factors are: the role of the teacher in facilitating whole class discussion; the use of writing frames; the context of the socioscientific issue; and the role of the students. It is recommended that professional learning to promote student argumentation may need to be tailored to individual teachers and that extensive classroom based research is required to determine the impact of classroom factors on students' argumentation.
机译：科学教育的结果是，年轻人具有理解和技能，可以参加公开辩论并就影响他们生活的科学问题做出明智的决定。 Toulmin的论证技能正在成为一种有效的策略，可以提高科学课堂中基于证据的决策质量。在此案例研究中，一名澳大利亚科学老师参加了一场关于辩论的一对一专业学习课程，然后将明确的辩论技能传授给两年10年的遗传学课程。在两节课中，老师利用全班讨论和编写两个社会科学问题的框架来教学生论证。对课堂观察现场笔记，录音录音笔，写作框架和学生访谈的分析表明，有四个因素促进了学生的论证。这些因素是：教师在促进全班讨论中的作用;书写框架的使用;社会科学问题的背景;和学生的角色。建议可能需要针对个别教师量身定制专业学习来促进学生的论证，并且需要进行广泛的基于课堂的研究，以确定课堂因素对学生论证的影响。

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