期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2021
卷号：17
期号：4
DOI：10.21601/ijese/11137
语种：English
出版社：IJESE
摘要：While students’ difficulties in constructing scientific arguments have been studied, research on developing the quality of students’ scientific arguments through the implementation of instructional interventions is limited. The present study aims to examine the effects of an instructional intervention for Ohm’s Law, which was designed on a teaching science as practices approach, on the development of the structure of students’ written scientific arguments. Instructional material was constructed for teaching Ohm’s Law and was implemented to 14-year-old students. The research data included students’ written answers (arguments) put down on worksheets during the instructional intervention, as well as students’ answers (arguments) to a questionnaire they were provided with before and after the instructional intervention. Data analysis showed that the instructional intervention contributed to developing the structure of students’ written scientific arguments. The study concludes with a discussion on the results and proposals for further research.
关键词：scientific argument;structure of argument;science practices;teaching science
