Improving argumentation by teaching philosophy of science with critical questions in Chinese senior high school
Bibliographic Data
| ID | 21589375 |
|---|---|
| Authors | Xiaoming Shi (0000-0002-7071-571X, Ningbo Dahongying University, corresponding author) |
| Year | 2024 |
| Volume | 46 |
| Issue | 16 |
| Pages | 1690-1712 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2297752 |
| OpenAlex | W4391018008 |
| Language | EN |
| Citations received | 2 |
| References cited | 82 |
This study examines the use of critical questions (CQs) as an ‘explicit’ pedagogical method in the nature of science to teach Chinese high school students topics of philosophy of science (POS). The study results, evaluated through deductive thematic and qualitative comparative analyses using Toulmin’s argumentation patterns and a critical integrative argumentation model, revealed that students who participated in the POS course showed significant improvement in understanding and application of argumentation by asking CQs as suggested by instructors. This finding strongly supports the use of CQs for rebuttals in argumentation based on crisp qualitative comparative analysis. The study results have broad implications for how CQs can promote engagement in high school argumentation. The study conclusions highlight the limitations of oral questioning in classroom argumentation. Finally, the study discusses how POS can improve students’ classroom argumentation
Argumentation theory · Epistemology · Mathematics education · Pedagogy · Science education · Sociology · Teaching method · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychology · Science Education and Pedagogy
Thinking in Education
Argumentation Schemes
TAPping into argumentation
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom
Teaching and learning science as argument
Informal reasoning regarding socioscientific issues
Enhancing the quality of argumentation in school science
Managing uncertainty in scientific argumentation
Science as argument
Assessment of the ways students generate arguments in science education
Improving science teachers' conceptions of nature of science
How literacy in its fundamental sense is central to scientific literacy
Conceptual change
Scientific arguments as learning artifacts
Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues
Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy
The Comparative Method
Set-Theoretic Methods for the Social Sciences
Between complexity and generalization
Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education
Thinking Together and Alone
Using thematic analysis in psychology
An Introduction to Crisp Set QCA, with a Comparison to Binary Logistic Regression
Understanding Philosophy of Science
Complexity, Generality, and Qualitative Comparative Analysis
Qualitative Comparative Analysis (QCA) and Related Systematic Comparative Methods
Model Ambiguities in Configurational Comparative Research
Standards of Good Practice in Qualitative Comparative Analysis (QCA) and Fuzzy-Sets
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |