Tracing the Development of Student's Argumentation in Science Classroom: Knowledge Acquisition and Motivation

被引：0
|
作者：
Probosari, Riezky Maya [1 ]
Widyastuti, Fatma [1 ]
Sajidan [1 ]
Suranto [1 ]
Prayitno, Baskoro Adi [1 ]
机构：
[1] Univ Sebelas Maret, Sci Educ Doctoral Program, Fac Teacher Training & Educ, Jalan Ir Sutami 36A, Surakarta, Indonesia
来源：
PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON TEACHER TRAINING AND EDUCATION 2017 (ICTTE 2017) | 2017年 / 158卷
关键词：
Scientific argumentation; prior knowledge; knowledge acquisition; motivation;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This empirical study on 4th-semester students' argumentation performance in biology education program is reported. This research aims to find out how was the students constructing and building their own argument in many scientific cases, the way they reform knowledge and maintain their motivation related to their community. Through a classroom research, argumentation skills such as how they declare claim, find the data, build the reason and justify their point of view were analyzed. An intervention was done to foster their argumentation, specifically in strengthen their prior knowledge through reading science text. The results showed that the argumentation process and products increased as they experienced in citing research article and doing scientific communication in the class. The implication for best practice in teaching scientific argumentation is discussed.
引用
收藏
页码：545 / 551
页数：7
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