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Students' use of justifications in socioscientific argumentation

RIETZ, LOUISE LU ; JÖNSSON, ANDERS LU and LUNDSTRÖM, MATS LU (2021) In Nordic Studies in Science Education 17(3). p.247-264
Abstract

Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw... (More)

Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation.

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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Nordic Studies in Science Education
volume
17
issue
3
pages
18 pages
publisher
University of Oslo
external identifiers
  • scopus:85116348257
ISSN
1504-4556
DOI
10.5617/NORDINA.8203
language
English
LU publication?
yes
additional info
Publisher Copyright: © 2021 University of Oslo, Norwegian Centre for Science Education. All rights reserved.
id
3df5c20a-736b-474d-9cf5-a50e20b8847c
date added to LUP
2021-10-26 13:37:57
date last changed
2022-04-27 05:16:09
@article{3df5c20a-736b-474d-9cf5-a50e20b8847c,
  abstract     = {{<p>Research focusing on students' argumentation in socioscientific issues (SSI) shows that students tend to base their arguments on values rather than knowledge. This study explores Swedish upper secondary chemistry students' written argumentation. The data consists of student texts written at the end of an intervention designed to develop skills related to high quality argumentation. The results show that after being taught about argumentation and the context of SSI, students mainly base their arguments on content knowledge. Value justifications are present in students' texts, but constitute a smaller proportion. Beside content knowledge- and value justifications, we found a third category - "reasoning" - in which students draw conclusions, or make predictions of future events, to support or refute a claim. The justifications in the argumentative texts include a breadth of subject areas in which chemistry knowledge plays an important role. This study suggests that content knowledge constitutes an important part in student argumentation.</p>}},
  author       = {{RIETZ, LOUISE and JÖNSSON, ANDERS and LUNDSTRÖM, MATS}},
  issn         = {{1504-4556}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{247--264}},
  publisher    = {{University of Oslo}},
  series       = {{Nordic Studies in Science Education}},
  title        = {{Students' use of justifications in socioscientific argumentation}},
  url          = {{http://dx.doi.org/10.5617/NORDINA.8203}},
  doi          = {{10.5617/NORDINA.8203}},
  volume       = {{17}},
  year         = {{2021}},
}