Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article 5 (June, 2007)
Shu-Nu CHANG
Teaching argumentation through the visual models in a resource-based learning environment

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Teaching argumentation through the visual models in a resource-based learning environment

Shu-Nu CHANG

College of Liberal and General Education, Aletheia University
32 Chen-Li Street, Tamsui, Taipei, 25103 TAIWAN, R.O.C.

E-mail: shunu@ms3.url.com.tw

Received 13 Sept., 2006
Revised 17 May, 2007

Contents

Abstract

Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.

Keywords: argumentation, visual model, socioscientific issues, resource-based learning

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