Reinforcement of Scientific Literacy through Effective Argumentation on an Energy-related Environmental Issue
Shih-Yeh Chen 1, Shiang-Yao Liu 1 *
More Detail
1 Graduate Institute of Science Education, National Taiwan Normal University, Taipei, TAIWAN* Corresponding Author


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 evidence-based 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.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 12, Article No: em1625

Publication date: 16 Sep 2018

Article Views: 2745

Article Downloads: 1436

Open Access References How to cite this article