Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
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DOI：
10.1007/s11191-019-00092-8
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发表时间：
2020-02
影响因子：
--
通讯作者：
V. Milanovic;D. Trivic
中科院分区：
文献类型：
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作者：
V. Milanovic;D. Trivic
本研究的目的是建立的影响，论证和有关的有机化学发展的历史的论点的质量：（一）对小学生的知识水平的组成，结构和一般性质的有机化合物;（二）对他们的看法的关键方面的NOS，科学知识是暂时的。一项准实验涉及两组平行的14岁学生，共105人。与B组学生不同的是，第二组学生在有机化学发展史的背景下进行论证。这项研究的工具是一个诊断测试，用于确定小组在先前知识方面的匹配程度，以及一个后测试，其目的是确定论证对学生成绩的影响。在两次测试之后，学生们用五分制的李克特量表表达了他们对科学知识是暂时性的这一事实的看法。A组的所有论点根据其结构分为四类。虽然A组的论证质量与后测成绩之间存在中度正相关，但A组和B组的后测算术平均数之间没有显著差异。干预后，A组学生认为科学知识是尝试性的人数显著高于B组学生。
The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.