Vaille Dawson|Grady Venville
Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics
Curtin University|University of Western Australia
outcome science education young people understandings skills participate public debate make informed decisions science issues influence lives toulmins argumentation skills emerging effective strategy enhance quality evidence based decision making science classrooms case study australian science teacher participated oneonone professional learning session argumentation explicitly teaching argumentation skills two year 10 classes studying genetics two lessons teacher used whole class discussion writing frames two socioscientific issues teach students argumentation analysis classroom observation field notes audiotaped lesson transcripts writing frames student interviews indicate four factors promoted student argumentation factors role teacher facilitating whole class discussion use writing frames context socioscientific issue role students recommended professional learning promote student argumentation may need tailored individual teachers extensive classroom based research required determine impact classroom factors students argumentation