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Teaching argumentation through the visual models in a resource-based learning environment
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences. (FontD/ISV)
2007 (English)In: Asia - Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, Vol. 8, no 1, article 5- p.Article in journal (Refereed) Published
Abstract [en]

Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

Place, publisher, year, edition, pages
2007. Vol. 8, no 1, article 5- p.
Keyword [en]
argumentation, visual model, socioscientific issues, resource-based learning
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-57948OAI: diva2:329350
Available from: 2010-07-09 Created: 2010-07-09 Last updated: 2010-09-26

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Chang, Shu-Nu
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Department of Social and Welfare StudiesFaculty of Educational Sciences
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