High‐school Students’ Informal Reasoning and Argumentation about Biotechnology: An indicator of scientific literacy?

By V. Dawson, G. Venville. 2009

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c8f539ae569f8458eeee6ce4fbc58a6711e48957

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. G. Venville
2. V. Dawson
3. Christopher R. Wolfe
4. J. Çakıroğlu
5. H. Ertepınar
6. S. Erduran
7. Y. Ozdem
8. R. Khishfe

In Education

1. V. Dawson
2. G. Venville
3. Christopher R. Wolfe
4. J. Çakıroğlu
5. H. Ertepınar
6. S. Erduran
7. Y. Ozdem
8. R. Khishfe

Citations in the corpus

• Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics (2010, background): “Analysis of pre and post unit questionnaires on these students’ argumentation about a socioscientific issue indicates that their quality of argumentation improved more than students who were not taught argumentation (Dawson and Venville 2008).”
• Argumentation Across the Curriculum (2011, background): “Making the case for empirical argumentation, Dawson and Venville (2009) assert, “If we take the goal of scientific literacy seriously, the aim should be to enable students to engage in high levels of argumentation” (p. 1441).”
• The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “…three emphases of argumentation in science education: developing conceptual understanding (e.g. Cross, Taasoobshirazi, Hendricks, & Hickey, 2008; Dawson & Venville, 2009; Yesiloglu, 2007), understanding scientific epistemology (e.g. Jimenez-Aleixandre & Erduran, 2008; Nussbaum, Sinatra, &…”