期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：12
页码：1-15
DOI：10.29333/ejmste/95171
出版社：Pamukkale Univ Dept Sci Education
摘要：This study designed a teaching unit in a chemistry course to engage students in
discussing the complex issue of renewable energy development. In the 11-week
learning activities, 66 ninth-grade students experienced individual exploration, group
collaborative learning, and the operation of a web-based instant response system.
Their learning outcomes were measured by the scientific conceptual test and the
scientific literacy questionnaire, while their decision-making and argumentation
processes were recorded using the instant response system. Results indicated
statistically significant gains on the scientific concepts regarding solar cell and energy
sources, as well as on the scores of scientific literacy. Likewise, students performed a
substantial increase in argumentation skills, especially for those related to evidencebased
arguments. Different science achievers showed a mixed pattern in proposing
evidence to support their arguments. Using web technology in teaching argumentation
on environmental issues is promised to raise students’ interest in acquiring scientific
knowledge to deal with relevant issues.
