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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Jeng-Fung Hung, Men-An Pan, Kun Lee
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DOI:10.17265/2161-6248/2017.05.001
Affiliation(s)
National Kaohsiung Normal University, Kaohsiung, Taiwan
ABSTRACT
The purpose of this study
was to establish an argumentative discourse learning environment to explore its
influences on 8th graders’ scientific argumentation ability. A none-equivalent
pretest-posttest quasi-experiment design was adopted. The research subjects
included the students from two 8th grade classes with one class being the
experiment group and the other being the control group. The argumentation
teaching was give to the experiment group and the traditional teaching was given
to the control group for the period of 30 sessions for the teaching unit “light,”
followed by “temperature and heat.” One-way analysis of covariance (ANCOVA) was
applied with the students’ sectional exam scores before the teaching was used
as the covariate variable and their argumentation ability test scores for the
two units after the teaching as the dependent variables. A significant
difference in the students’ argumentation ability was found with larger effect
(η2 ＞ 0.14) for the
“temperature and heat” unit (p ＜ 0.05), but not for the “light” unit (p ＞ 0.05), meaning that the students’ argumentation abilities could be
effectively improved in a longer learning period within this argumentative discourse learning environment.
KEYWORDS
argumentative discourse, argumentation teaching, scientific argumentation ability
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