The Characteristics of Open-Ended Inquiry-Type Chemistry Experiments that Enable Argumentative Discourse
DOI:
https://doi.org/10.25749/sis.4067Palavras-chave:
Argumentation, Chemistry laboratory, High-order learning skills, Inquiry-type experiment, Complexity of inquiry-type experimentsResumo
One of the key goals of science education is to provide students with the ability to construct arguments - reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only a few of them have dealt with studying argumentation in the science laboratory in general and in the chemistry laboratory in particular. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting different types of inquiry experiments. The experiments that were assessed for their argumentation level differed in their level of complexity. It was found that the more complex experiments served as a better platform for developing arguments as well as regarding their relative numbers. Moreover, we identified a number of characteristics during the discourse that serve as a catalyst for raising arguments: asking questions and unexpected results obtained in the experiments.
Downloads
Downloads
Publicado
Edição
Secção
Licença
O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.
Política de auto-arquivo
É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.
Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).