THE EFFECTS OF STUDENTS’ STANDPOINTS IN ARGUMENTATION REGARDING SOCIO-SCIENTIFIC ISSUES

Yu-Ren Lin; Tzu-Ting Wei

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THE EFFECTS OF STUDENTS’ STANDPOINTS IN ARGUMENTATION REGARDING SOCIO-SCIENTIFIC ISSUES

Title	THE EFFECTS OF STUDENTS’ STANDPOINTS IN ARGUMENTATION REGARDING SOCIO-SCIENTIFIC ISSUES
Publication Type	Journal Article
Year of Publication	2024
Authors	Lin, Y-R, Wei, T-T
Journal	Journal of Baltic Science Education
Volume	23
Issue	1
Start Page	104-118
Pagination	Continuous
Date Published	February/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	argumentation learning, science education, socio-scientific issue, student standpoint
Abstract	This study examined the effects of students’ argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students’ four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students’ argumentation learning, which suggests that teachers can investigate students’ standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching.
URL	https://oaji.net/articles/2023/987-1709892541.pdf
DOI	10.33225/jbse/24.23.104
Refereed Designation	Refereed
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