Analysis of students’ arguments on evolutionary theory

Abstract

A qualitative exploratory study was conducted to reveal students’ argumentation skills in the context of the topic of evolution. Transcripts from problem-centred interviews on secondary students’ beliefs about evolutionary processes of adaptation were analysed using a content analysis approach. For this purpose two categorical systems were deductively developed: one addressing the complexity of students’ arguments, the other focusing on students’ use of argumentation schemes. Subsequently, the categorical systems were inductively elaborated upon the basis of the analysed material showing a satisfactory inter-rater reliability. Regarding the arguments’ complexity, students produced mainly single claims or claims with a single justification consisting of either data or warrants. With regard to argumentation schemes students drew their arguments mainly using causal schemes, analogies, or illustrative examples. Results are discussed in light of possible implications for teaching evolutionary theory using classroom argumentation.

Keywords:

• evolutionary theory
• reasoning
• argumentation
• argumentation schemes

Acknowledgements

We would like to thank the editor and the reviewers for very helpful comments on an earlier draft of this paper. Furthermore, we would like to thank Wilfried Baalmann and Prof. Dr. U. Kattmann for providing us with the transcripts of the interviews and for all the critical consultations.