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dc.contributor.authorPimvichai, Jirutthitikan
dc.contributor.authorYuenyong, Chokchai
dc.contributor.authorBuaraphan, Khajornsak
dc.date.accessioned2019-12-03T09:40:53Z
dc.date.available2019-12-03T09:40:53Z
dc.date.issued2019-09
dc.identifier.citationPimvichai, J.; Yuenyong, C.; Buaraphan, K. Development of grade 10 students’ scientific argumentation through the science-technology-society learning unit on work and energy. "JOTSE: Journal of Technology and Science Education", Setembre 2019, vol. 9, núm. 3, p. 428-441.
dc.identifier.issn2013-6374
dc.identifier.issn2014-5349
dc.identifier.urihttp://hdl.handle.net/2117/173431
dc.description.abstractThis study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students’ scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students’ tasks, discourse and informal interview were collected and interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students’ scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study are designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation
dc.format.extent14 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge actiu
dc.subject.lcshScience--Study and teaching
dc.subject.lcshReasoning
dc.subject.lcshArgumentation
dc.subject.lcshReasoning--Ability testing
dc.subject.lcshEducational innovations
dc.subject.otherScientific argumentation
dc.subject.otherWork and energy
dc.subject.otherScience-technology-society approach
dc.subject.otherThailand
dc.titleDevelopment of grade 10 students’ scientific argumentation through the science-technology-society learning unit on work and energy
dc.typeArticle
dc.subject.lemacCiència -- Ensenyament
dc.subject.lemacEnsenyament -- Innovacions
dc.subject.lemacRaonament -- Ensenyament
dc.identifier.doi10.3926/jotse.527
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
upcommons.citation.publishedtrue
upcommons.citation.publicationNameJOTSE: Journal of Technology and Science Education
upcommons.citation.volume9
upcommons.citation.number3
upcommons.citation.startingPage428
upcommons.citation.endingPage441


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