vol 19 no 2,2019

The Impact of a Proposed Model for Teaching Socio-Scientific Issues in the Third Secondary Grade Biology Class on Developing Students' Level of Scientific Argumentation

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The Impact of a Proposed Model for Teaching Socio-Scientific Issues in the Third Secondary Grade Biology Class on Developing Students' Level of Scientific Argumentation

Ibrahim Mohammed Alasmari               Fahad Suliman Alshaya               Mohammed Abdullah Alzaghibi

College of Education in wadi aldawasi         College of Education             Tatweer for Educational Services

Prince Sattam Bin Abdulaziz University         King Saud University             Tatweer for Educational Services

Received 11/07/2018                                                                              Accepted 28/11/2018

https://doi.org/10.12816/0054772

Abstract:

This research aims to measure the impact of a proposed model for teaching Socio-Scientific Issues (SSI) in third secondary grade biology on developing scientific argumentation skills in high school biology lessons. A design-based research approach (DBR) was employed combining a mix of quantitative and qualitative methods. The subjects of the study consisted of 46 students; divided into two groups: experimental group which was taught using the proposed model, and the control group which learned in the traditional way. To achieve the objectives of the study, data collection was through open-test, individual and group interviews, teacher diaries, students' discussion worksheets and audio and video recordings. An analysis of quantitative and qualitative data showed significant differences for the experimental group in the post-test at the level of collective scientific argumentation skills, in addition to each component of scientific argumentation.

Keywords: Socio-Scientific Issues, Instructional design, Scientific Argumentation, Biology education.

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