Argumentation in a Socioscientific Context and its Influence on Fundamental and Derived Science Literacies

Chi Chin Chin, Wei Cheng Yang, Hsiao-Lin Tuan

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14 Citations (Scopus)


This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest–posttest design with supplemental interviews and questionnaires. The pretest evaluated the dependent variables (reading and writing scores), the treatment was arguing to learn about the global climate change issue, the posttest evaluated the dependent variables, and follow-up questionnaires and interviews informed the quantitative results. An intact grade six class (N = 28) at an urban elementary school located in central Taiwan was the participants. Analyses of the pretest–posttest gain scores and correlations between these outcomes revealed significant (p < 0.05) improvements in writing and associations among reading, writing, and arguing to learn. Interpretation of the qualitative data (interview and questionnaire responses) supported that argumentation as an instructional treatment focused on fundamental literacy could play a positive role in facilitating students’ enhanced science understanding (derived literacy).

Original languageEnglish
Pages (from-to)603-617
Number of pages15
JournalInternational Journal of Science and Mathematics Education
Issue number4
Publication statusPublished - 2016 May 1

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

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