Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education
Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education
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系统回顾科学论证促进科学教育多维概念转变的潜力
DOI：
10.1080/09500693.2022.2070787
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发表时间：
2022-05
影响因子：
2.3
通讯作者：
Yanyan Li
中科院分区：
文献类型：
--
作者：
Xiaoshan Li;Wenjing Wang;Yanyan Li
作为科学实践的摘要科学论证已成为科学概念学习中的重要问题。我们系统地搜索了五个数据库，以评估科学论证的潜力，以促进多维概念c
ABSTRACT Scientific argumentation as a scientific practice has become an important issue in scientific concept learning. We systematically searched five databases to assess the potential of scientific argumentation to promote multidimensional conceptual change in science education. The systematic literature search and coding of studies were carried out by two independent reviewers. Our search uncovered 12 experimental studies that investigated 12 different types of scientific argumentation-based instructions (scientific argumentation-based instructions in this study referred to lesson activities). With the multidimensional framework of conceptual change developed by McLure, F., Won, M., & Treagust, D. F. ((2020), we performed a narrative synthesis assessing how each type of scientific argumentation-based instruction affected conceptual change through cognitive, ontological and intentional dimensions of learning. Our narrative synthesis suggests scientific argumentation might affect conceptual change through enhancing those dimensions of learning to varying degrees. Moreover, certain added scaffoldings might be particularly useful for enhancing a certain dimension of learning. Finally, the meta-analysis (random effect model) showed that overall, scientific argumentation-based instructions had a large positive influence on conceptual change (Hedge’s g = 10.49 [7.27, 13.71], I2 = 47%). Overall results indicated that scientific argumentation had the potential to improve conceptual change through offering opportunities for cognitive, ontological and intentional dimensions of learning.
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影响因子：
--
作者：
V. Milanovic;D. Trivic
通讯作者：
V. Milanovic;D. Trivic
DOI：
10.2307/j.ctv36zq4g
发表时间：
2018-06
期刊：
--
影响因子：
--
作者：
Paul Thagard
通讯作者：
Paul Thagard
影响因子：
15.8
作者：
Moher D;Liberati A;Tetzlaff J;Altman DG;PRISMA Group
通讯作者：
PRISMA Group
DOI：
10.4324/9780203154472.ch20
发表时间：
2013
期刊：
--
影响因子：
--
作者：
G. Sinatra;L. Mason
通讯作者：
G. Sinatra;L. Mason
影响因子：
0.5
作者：
F. Sommers
通讯作者：
F. Sommers