Argumentation in Different Contexts: Investigating the Relationship Between Socioscientific and General Argumentation

• In Event: Argumentation in Scientific Meaning-Making

Abstract

One major goal of science education is to prepare individuals to actively participate in society by taking up a reasoned position on socio-scientific issues. This requires crucial skills in argumentation as well as reasoning. However, there is little empirical evidence on how these abilities are associated. Using a paper-and-pencil test we evaluated socio-scientific argumentation, general argumentation, and reasoning in a sample of 3,274 high school students. Results of latent correlation and regression analyses demonstrated moderate associations between all constructs. These results are especially relevant in order to create learning environments fostering the ability of socio-scientific argumentation.

Authors

• Patricia Heitmann, Humboldt University - Berlin

• Martin Hecht, Humboldt University - Berlin

• Stefan Schipolowski, Humboldt University

• Julia Schwanewedel, IPN - Leibniz Institute for Science and Mathematics Education