Using climate change scenarios to assess high school students’ argumentation skills

References

• Abd-El-Khalick, F., and N. G. Lederman. 2000. “Improving Science Teachers’ Conceptions of Nature of Science: A Critical Review of the Literature.” International Journal of Science Education 22 (7): 665–701. 10.1080/09500690050044044
   Web of Science ®Google Scholar
• Australian Curriculum, Assessment and Reporting Authority [ACARA]. 2015. Australian Curriculum: Science. Version 7.3. http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1
   Google Scholar
• Berland, L. K., and K. L. McNeill. 2010. “A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts.” Science Education 94 (5): 765–793. 10.1002/sce.v94:5
   Web of Science ®Google Scholar
• Bravo-Torija, B., and M. Jimenez-Aleixandre. 2012. “Progression in Complexity: Conceptualising Sustainable Marine Resources Management in a 10th Grade Classroom.” Research in Science Education 42 (5): 5–23. 10.1007/s11165-011-9254-1
   Web of Science ®Google Scholar
• Bulte, A. M. W., H. B. Westbroek, O. de Jong, and A. Pilot. 2006. “A Research Approach to Designing Chemistry Education Using Authentic Practices as Contexts.” International Journal of Science Education 28 (9): 1063–1086. 10.1080/09500690600702520
   Web of Science ®Google Scholar
• Bureau of Meteorology and Commonwealth Scientific and Industrial Research Organisation [CSIRO]. 2014. State of the Climate: 2014. http://www.bom.gov.au/state-of-the-climate/documents/state-of-the-climate-2014_low-res.pdf?ref=button
   Google Scholar
• Cetin, P. 2014. “Explicit Argumentation Instruction to Facilitate Conceptual Understanding and Argumentation Skills.” Research in Science & Technological Education 32 (1): 1–20. 10.1080/02635143.2013.850071
   Web of Science ®Google Scholar
• Christensen, C. 2009. “Risk and School Science Education.” Studies in Science Education 45 (2): 205–223. 10.1080/03057260903142293
   Web of Science ®Google Scholar
• Christenson, N., S. N. C. Rundgren, and D. L. Zeidler. 2014. “The Relationship of Discipline Background to Upper Secondary Students’ Argumentation on Socioscientific Issues.” Research in Science Education 44 (4): 581–601. 10.1007/s11165-013-9394-6
   Web of Science ®Google Scholar
• Curriculum Planning and Development Division. 2012. Science Syllabus: Lower Secondary. http://www.moe.gov.sg/education/syllabuses/sciences/files/science-lower-secondary-2013.pdf
   Google Scholar
• Dawson, V., and K. Carson. 2013. “Australian Secondary School Students’ Understanding of Climate Change.” Teaching Science 59 (3): 9–14.
   Google Scholar
• Department for Education. 2013. Science Programmes of Study: Key Stage 3, National Curriculum in England. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335174/SECONDARY_national_curriculum_-_Science_220714.pdf
   Google Scholar
• Dori, Y. J., R. Tal, and M. Tsaushu. 2003. “Teaching Biotechnology through Case Studies?Can We Improve Higher Order Thinking Skills of Nonscience Majors?.” Science Education 87 (6): 767–793. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Driver, R., P. Newton, and J. Osborne. 2000. “Establishing the Norms of Scientific Argumentation in Classrooms.” Science Education 84 (3): 287–312. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Duschl, R. A., and J. Osborne. 2002. “Supporting and Promoting Argumentation Discourse in Science Education.” Studies in Science Education 38 (1): 39–72. 10.1080/03057260208560187
   Google Scholar
• Ennis, R. H. 1985. “A Logical Basis for Measuring Critical Thinking Skills.” Educational Leadership 43 (2): 44–48.
   Web of Science ®Google Scholar
• Erduran, S. 2008. “Methodological Foundations in the Study of Argumentation in Science Classrooms.” In Argumentation in Science Education, edited by S. Erduran, and M. P. Jimenez-Aleixandre, 47–69. Netherlands: Springer.
   Google Scholar
• Erduran, S., S. Simon, and J. Osborne. 2004. “TAPping into Argumentation: Developments in the Application of Toulmin’s Argumentation Pattern for Studying Science Discourse.” Science Education 88 (6): 915–933. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Fensham, P. J. 2014. “Scepticism and Trust: Two Counterpoint Essentials in Science Education for Complex Socio-Scientific Issues.” Cultural Studies of Science Education 9 (3): 649–661. 10.1007/s11422-013-9560-1
   Google Scholar
• Glenn, J. C., T. J. Gordon, and E. Florescu. 2014. State of the Future. Washington: The Millennium Project.
   Google Scholar
• Grace, M. 2009. “Developing High Quality Decision-Making Discussions about Biological Conservation in a Normal Classroom Setting.” International Journal of Science Education 31 (4): 551–570. 10.1080/09500690701744595
   Web of Science ®Google Scholar
• Hodson, D. 2013. “Don't Be Nervous, Don't Be Flustered, Don't Be Scared. Be Prepared.” Canadian Journal of Science, Mathematics and Technology Education 13 (4): 313–331. 10.1080/14926156.2013.845327
   Google Scholar
• Jiménez-Aleixandre, M. P., A. B. Rodriguez, and R. A. Duschl. 2000. ““Doing the Lesson” or “Doing Science”: Argument in High School Genetics.” Science Education 84: 757–792. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Khishe, R., and N. G. Lederman. 2006. “Teaching Nature of Science within a Controversial Topic: Integrated versus Non-Integrated.” Journal of Research in Science Teaching 43 (4): 395–418. 10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Kolstø, S. D. 2001. “Scientific Literacy for Citizenship: Tools for Dealing with the Science Dimension of Controversial Socioscientific Issues.” Science Education 85 (3): 291–310. 10.1002/sce.v85:3
   Web of Science ®Google Scholar
• Laugksch, R. C. 2000. “Scientific Literacy: A Conceptual Overview.” Science Education 84 (1): 71–94. 10.1002/(SICI)1098-237X(200001)84:1<>1.0.CO;2-9
   Web of Science ®Google Scholar
• Lederman, N. G., and J. S. Lederman. 2012. “Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity through Professional Development.” In Second International Handbook of Science Education, edited by B. Fraser, K. Tobin, and C. McRobbie, 335–359. Netherlands: Springer. 10.1007/978-1-4020-9041-7
   Google Scholar
• Merriam, S. B., 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey Bass.
   Google Scholar
• Newton, P., R. Driver, and J. Osborne. 1999. “The Place of Argumentation in the Pedagogy of School Science.” International Journal of Science Education 21 (5): 553–576. 10.1080/095006999290570
   Web of Science ®Google Scholar
• Nielsen, J. A. 2012. “Science in Discussions: An Analysis of the Use of Science Content in Socioscientific Discussions.” Science Education 96 (3): 428–456. 10.1002/sce.21001
   Web of Science ®Google Scholar
• Osborne, J., S. Erduran, and S. Simon. 2004. Ideas, Evidence & Argument in Science: In-Service Training Pack. London: King’s College.
   Google Scholar
• Patronis, T., D. Potari, and V. Spiliotopoulou. 1999. “Students' Argumentation in Decision-Making on a Socio-Scientific Issue: Implications for Teaching.” International Journal of Science Education 21 (7): 745–754. 10.1080/095006999290408
   Web of Science ®Google Scholar
• Reiss, M. 2008. “The Use of Ethical Frameworks by Students following a New Science Course for 16–18 Year-Olds.” Science & Education 17 (8–9): 889–902.
   Google Scholar
• Roberts, D. A. 2007. “Scientific Literacy/Science Literacy.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 729–780. Mahwah, NJ: Lawrence Erbaum.
   Google Scholar
• Sadler, T. D. 2009. “Situated Learning in Science Education: Socio-Scientific Issues as Contexts for Practice.” Studies in Science Education 45 (1): 1–42. 10.1080/03057260802681839
   Web of Science ®Google Scholar
• Sadler, T. D., and V. Dawson. 2012. “Socio-scientific Issues in Science Education: Contexts for the Promotion of Key Learning Outcomes.” In Second international handbook of science education, edited by B. Fraser, K. Tobin and C. McRobbie, 799–809. Netherlands: Springer.
   Google Scholar
• Sadler, T. D., and S. R. Fowler. 2006. “A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation.” Science Education 90 (6): 986–1004. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Sadler, T. D., and D. L. Zeidler. 2005. “Patterns of Informal Reasoning in the Context of Socioscientific Decision Making.” Journal of Research in Science Teaching 42 (1): 112–138. 10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Sadler, T. D., T. Barab, and B. Scott. 2007. “What Do Students Gain by Engaging in Socioscientific Inquiry?” Research in Science Education 37: 371–391. 10.1007/s11165-006-9030-9
   Web of Science ®Google Scholar
• Sampson, V., and D. Clarke. 2008. “Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions.” Science Education 92 (3): 447–472. 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Saunders, K. J., and L. J. Rennie. 2013. “A Pedagogical Model for Ethical Inquiry into Socioscientific Issues in Science.” Research in Science Education 43 (1): 253–274. 10.1007/s11165-011-9248-z
   Web of Science ®Google Scholar
• Shen, B. S. 1975. “Science Literacy and the Public Understanding of Science.” In Communication of Scientific Information, edited by S. B. Day, 44–52. Basel: Karger.
   Google Scholar
• Simon, S., and R. Amos. 2011. “Decision Making and Use of Evidence in a Socio-Scientific Problem on Air Quality.” In Socio-Scientific Issues in the Classroom, edited by T. D. Sadler, 167–192. Netherlands: Springer. 10.1007/978-94-007-1159-4
   Google Scholar
• Toulmin, S. 1958. The Uses of Argument. Cambridge, England: Cambridge University Press.
   Google Scholar
• Venville, G., and V. Dawson. 2010. “The Impact of a Classroom Intervention on Grade 10 Students’ Argumentation Skills, Informal Reasoning and Conceptual Understanding of Science.” Journal of Research in Science Teaching 47 (8): 952–977.
   Web of Science ®Google Scholar
• von Aufschnaiter, C., S. Erduran, J. Osborne, and S. Simon. 2008. “Arguing to Learn and Learning to Argue: Case Studies of How Students’ Argumentation Relates to Their Scientific Knowledge.” Journal of Research in Science Teaching 45 (1): 101–131. 10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Zohar, A. 2013. “Challenges in Wide Scale Implementation Efforts to Foster Higher Order Thinking (HOT) in Science Education across a Whole School System.” Thinking Skills and Creativity 10: 233–249. 10.1016/j.tsc.2013.06.002
   Web of Science ®Google Scholar
• Zohar, A., and F. Nemet. 2002. “Fostering Students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics.” Journal of Research in Science Teaching 39: 35–62. 10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar