Role-play or debate to promote students' argumentation and justification on an issue in animal transgenesis

By Laurence Simonneaux. 2001

236 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Agricultural and Biological Sciences, Genetics

View Paper: https://www.semanticscholar.org/paper/e9b8fe8a3e77833767af50875f1bf4b8be59d74f

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In Developmental and Educational Psychology

In General Agricultural and Biological Sciences

In Genetics

Citations in the corpus

LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “Role play is another effective strategy for SSI instruction ( Simonneaux, 2001 ).”
TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE? (2009, background): “Other studies in the literature show that structured and explicit instruction do enhance students’abilities(Zohar N Patronis,Potari,S Simonneaux, 2001 ).”
SEE-SEP: From a separate to a holistic view on socio-scientific issues (2010, methodology): “The design of instruction could, for instance, present models of argumentation suggested in the science education literature and let students work on arguing about SSIs according to each model (Chang, 2007; Erduran, Simon, & Osborne, 2004; Osborne, Erduran, & Simon, 2004); design an inquiry-based cu”
Peer Argumentation in the School Science Laboratory—Exploring effects of task features (2011, background): “No study has actually tested this potential effect, but Simonneaux (2001) and Jiménez-Aleixandre, Bugallo Rodriguez, and Duschl (2000) suggest that personal involvement with both data and arguments is important.”
Tough acts to follow: the challenges to science teachers presented by biotechnological progress (2004, background): “(Simonneaux 2001: 926) And in a digest on teaching about societal issues in science classrooms, McCann states that: the increasingly complex interplay between the scientific enterprise and modern society mandates classroom treatment of societal issues in contemporary science education.”
Using the SEE-SEP Model to Analyze Upper Secondary Students’ Use of Supporting Reasons in Arguing Socioscientific Issues (2012, background): “The dimensions connected to SSIs are also being discussed from broader scales, such as Science-Technology-Society (STS) (Chang et al. 2009; Sadler 2009), sustainable development (Chang et al. 2009; Simonneaux 2001; Simonneaux and Simonneaux 2009), ethics (Sadler and Donnelly 2006; Zeidler and Keef”
Students' Perceptions toward Using Classroom Debate to Develop Critical Thinking and Oral Communication Ability (2015, background): “Simonneaux (2001) reported that the only time he witnessed his students managed to change their positions and accept alternative viewpoint was only when they were involved in a debate or a role play.”
In-Class Debates: Fertile Ground for Active Learning and the Cultivation of Critical Thinking and Oral Communication Skills (2007, background): “However, Simonneaux (2001) reports that in all of his studies, the only time the students in his biotechnology classes in southwest France have changed their opinions has been when they participated in a role play or debate.”