標題: The Effects of Argument Stance on Scientific Knowledge Inquiry Skills
作者: Horng, Ruey-Yun
Lu, Po-Hui
Chen, Pei-Hua
Hou, Shih-Huan
管理科學系
工業工程與管理學系
Department of Management Science
Department of Industrial Engineering and Management
關鍵字: Argumentation;Argument stance;Scientific inquiry skills;Science text
公開日期: 1-十一月-2013
摘要: This study investigates the effects of argument stance on knowledge inquiry skills. Sixty-two participants were assigned to three argument stance conditions (proponent, opponent, or control) to receive scaffolded argumentation practice on two science issues in random order. After the argumentation treatment, participants were asked to write down their own opinions regarding the claim. Their responses were analysed according to argument structure, argument content, methods of refutation, and number of new propositions. Results revealed that taking a proponent's stance increased the use of evidence in argumentation, while taking an opponent's stance enhanced both the use of evidence and alternative-based refutations to the claim, number of falsifications, and number of new propositions. This implies that arguing from an opponent's stance may increase the search for multiple causes behind observed phenomena and the need for evidence, thereby alleviating the confirmation bias in thinking.
URI: http://dx.doi.org/10.1080/09500693.2012.671558
http://hdl.handle.net/11536/23056
ISSN: 0950-0693
DOI: 10.1080/09500693.2012.671558
期刊: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume: 35
Issue: 16
起始頁: 2784
結束頁: 2800
顯示於類別:期刊論文


文件中的檔案:

  1. 000324569200006.pdf