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International Journal of Science Education Volume 36, 2014 - Issue 6
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Original Articles

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer

Rola KhishfeDepartment of Education, American University of Beirut, Beirut11-0236, LebanonCorrespondence[email protected]
Pages 974-1016 | Published online: 28 Aug 2013

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Mehmet Şen, Semra Sungur & Ceren Öztekin. (2023) Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation. The Journal of Educational Research 116:5, pages 293-308.
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Vaille Dawson. (2023) Teachers’ support in developing year 7 students’ argumentation skills about water-based socioscientific issues. International Journal of Science Education 0:0, pages 1-18.
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Umran Betul Cebesoy & Shu-Nu Chang Rundgren. (2023) Embracing socioscientific issues-based teaching and decision-making in teacher professional development. Educational Review 75:3, pages 507-534.
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Liam Guilfoyle, Judith Hillier & Nigel Fancourt. (2023) Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios. Research in Science & Technological Education 41:2, pages 759-776.
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Alison Cullinane & Sibel Erduran. (2023) Nature of Science in Preservice Science Teacher Education–Case Studies of Irish Pre-service Science Teachers. Journal of Science Teacher Education 34:2, pages 201-223.
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Lisa A. Borgerding & Bridget K. Mulvey. (2022) Elementary Teachers’ Trust in Science and Scientists Throughout a COVID-19 SSI Unit. Journal of Science Teacher Education 33:8, pages 837-859.
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Vaille Dawson & Grady Venville. (2022) Testing a methodology for the development of socioscientific issues to enhance middle school students’ argumentation and reasoning. Research in Science & Technological Education 40:4, pages 499-514.
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Rola Khishfe. (2022) Nature of Science and Argumentation Instruction in socioscientific and scientific contexts. International Journal of Science Education 44:4, pages 647-673.
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Sibel Erduran, Olga Ioannidou & Jo-Anne Baird. (2021) The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education 43:18, pages 2885-2910.
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William Lee Romine, Troy D. Sadler, Jenny M. Dauer & Andrew Kinslow. (2020) Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies. International Journal of Science Education 42:18, pages 2981-3002.
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Rola Khishfe. (2020) Retention of acquired argumentation skills and nature of science conceptions. International Journal of Science Education 42:13, pages 2181-2204.
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Ozden Sengul, Patrick James Enderle & Renee S. Schwartz. (2020) Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice. International Journal of Science Education 42:7, pages 1068-1086.
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H. K. E. Stadermann & M. J. Goedhart. (2020) Secondary school students’ views of nature of science in quantum physics. International Journal of Science Education 42:6, pages 997-1016.
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Rola Khishfe. (2019) The transfer of nature of science understandings: a question of similarity and familiarity of contexts. International Journal of Science Education 41:9, pages 1159-1180.
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Hagop A. Yacoubian & Rola Khishfe. (2018) Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers. International Journal of Science Education 40:7, pages 796-807.
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Rola Khishfe, Fahad S. Alshaya, Saouma BouJaoude, Nasser Mansour & Khalid I. Alrudiyan. (2017) Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education 39:3, pages 299-334.
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Ayhan Cinici. (2016) Balancing the pros and cons of GMOs: socio-scientific argumentation in pre-service teacher education. International Journal of Science Education 38:11, pages 1841-1866.
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Rola Khishfe. (2022) Improving Students’ Conceptions of Nature of Science: A Review of the Literature. Science & Education 32:6, pages 1887-1931.
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Kübra Özmen & Ömer Faruk Özdemir. (2023) Explicit Versus Implicit Instruction: Effects of Epistemological Enhancement on Ninth Graders’ Physics-Related Personal Epistemology and Physics Achievement. Research in Science Education.
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Benjamin C. Herman, Sarah V. Poor, Robert T. Oertli & Kristen Schulte. (2022) Promoting Young Learners’ NOS Views Through Place-Based SSI Instruction. Science & Education 32:4, pages 947-992.
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Michael Skoumios. (2022) Developing Primary School Students’ Abilities to Evaluate the Evidence of Written Scientific Arguments. Science & Education 32:4, pages 1139-1164.
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Dongsheng Wan & R. Subramaniam. (2023) Harnessing indigenous scientific discovery in medicinal chemistry to promote selected nature of science attributes among Chinese high school students: case of Artemisinin. Chemistry Education Research and Practice 24:3, pages 1055-1076.
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Rola Khishfe. (2022) Relationship Between Nature of Science and Argumentation: a Follow-Up Study. International Journal of Science and Mathematics Education 21:4, pages 1081-1102.
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Jinglu Zhang & William J. Browne. (2022) Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies. Journal of Research in Science Teaching 60:4, pages 847-884.
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Rola Khishfe. (2023) Connected learning: An approach for teaching nature of science aspects and argumentation components. Journal of Research in Science Teaching.
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Vaille Dawson & Katherine Carson. (2018) Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School. Research in Science Education 50:3, pages 863-883.
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Ü. Gülözge Türköz. (2020) The effect of nature of science activities on 4.th grade students’ scientific process skills. Journal of Human Sciences 17:2, pages 558-571.
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