Abstract

Advancements in science and technology call for enabling students making informed decisions in the context of socio-scientific issues (SSI). The current study aimed at exploring efficacy of SSI- based argumentation for improving grade-IX students’ argumentation skills focusing on complexity and quality of argumentation. Pre-experiment; pre-and posttest design was employed. All of grade-IX students (n = 44) of biology group in an urban public school of Karachi, Pakistan were recruited as sample. During 12 lessons, students were explicitly instructed selected concepts of genetics and engaged in SSI-based argumentation.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0122
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada