Shiang-Yao Liu|Shih-Yeh Chen
Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue
National Taiwan Normal University|National Taiwan Normal University
study designed teaching unit chemistry course engage students discussing complex issue renewable energy development 11week learning activities 66 ninthgrade students experienced individual exploration group collaborative learning operation webbased instant response system learning outcomes measured scientific conceptual test scientific literacy questionnaire decisionmaking argumentation processes recorded using instant response system results indicated statistically significant gains scientific concepts regarding solar cell energy sources well scores scientific literacy likewise students performed substantial increase argumentation skills especially related evidencebased arguments different science achievers showed mixed pattern proposing evidence support arguments using web technology teaching argumentation environmental issues promised raise students interest acquiring scientific knowledge deal relevant issues