Developing the ability of Ηigh school students to argue οn biological issues in different learning environments

Postgraduate Thesis uoadl:2800839 407 Read counter

Unit:
Κατεύθυνση Διδακτική της Βιολογίας
Library of the School of Science
Deposit date:
2018-10-04
Year:
2018
Author:
Petraki Evangelia
Supervisors info:
ΕΥΑΓΓΕΛΙΑ ΜΑΥΡΙΚΑΚΗ, Αν. Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
Original Title:
Ανάπτυξη ικανότητας μαθητών Λυκείου να επιχειρηματολογούν σε βιολογικά ζητήματα σε διαφορετικά μαθησιακά περιβάλλοντα
Languages:
Greek
Translated title:
Developing the ability of Ηigh school students to argue οn biological issues in different learning environments
Summary:
The development of students' ability to argue is a subject of major research interest, as shown by the multitude of papers in Greek and international bibliographical references. In this paper, the ability to formulate scientifically correct opinions and to argue on specific biological issues, of two groups, of Senior High School students (Grade Α), was compared, each having been taught the respective module in different ways of teaching intervention. Specifically, out of 47 Grade A students of a General Senior High School in an urban area in Attica Prefecture (study sample), 24 students (experimental team) attended the teaching unit «Circulatory system», following the guided discovery method, while 23 students (control team) attended the same teaching unit following the traditional teaching method. The gathering data tool was a writing evaluation sheet , based on the model appointed by the International Program PISA. The evaluation sheet was completed by the students of the two groups, right after the integration of the teaching intervention and after a two-month-period of time. Concerning the data analysis, regarding the criterion of scientific correctness, an assessment scale was determined for the students' answers, while regarding the argumentation ability, the Erduran et al. (2004) analytical framework, based on Toulmin's model (2003), was used. After the statistical processing of the data it came to light that the evaluation of the two teaching methods both after the end of the didactic intervention and after two months, it was found that there is a statistically significant difference in their ability to formulate scientifically sound proposals but not in their ability to argue. Furthermore, the ability of students to formulate scientifically correct answers and their ability to argue has been maintained over the course of two months, both in traditional teaching and in the guided discovery method. Finally, as the results of this research are consistent with previous surveys, they create new questions that need to be explored further, giving new prospects to this research field.
Main subject category:
Science
Keywords:
Argumentation, discovering guided method, teacher-centered method, biology, circulatory system
Index:
Yes
Number of index pages:
2
Contains images:
Yes
Number of references:
81
Number of pages:
139
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