Evolution of teacher`s argumentation

8/16/2019 Evolution of teacher`s argumentation

1/36

Evolution of

Teachers’Argumentation inMarine Fish

Resource IssueCHIU !u"#en !U $hu"meyH$IA% Ming"chun HUA&' Hsin"

chiao

'raduate Institute of$cience A((lication and

)issemination

&ational Taichung University


2/36

%+,ectives ofthe study● the differences of argumentation quality

-from different epistemological views

-in three rounds

-Biology major & Science teaching

● evolution of teachers’ argumentation


3/36

Theoretical

frame#or- . Toulmin Argumentation Pattern TAP!（ Toulmin" #$%）

'ata

(ualifier

)laim

*e+uttal,arrant

Bacing


4/36

. Sadler and .owler’s /001!

argumentation quality ru+ric

2evel description

0 3o justification

#4ustification with no

grounds

/ 4ustification with

simple grounds

5 4ustification withela+orated grounds

6 4ustification withela+orated grounds

and a counter position


5/36

● 7volution of argument

- )hange - 7volution

- 3o change

4im’ene8-Alei9andre and Pereiro-:uno8

" /00%!

● 7pistemological views

- 7mpiricist-aligned 7! - :i9ed :!

- )onstructivist-oriented )!

Tsai & 2iu" /00%!


6/36

)esign and/rocedure


7/36

$u+,ect

s.Twenty in-service primary and highschool teachers who are studying for

a science education master degree in

central Taiwan

Central

Taiwan


8/36

Instrument.Socio-scientific issue

;,hat marine fish resource policy

should policy maers made in

order to deal with the crises of

marine fish resource


9/36

)esign

?The tas is set in e-learning system

?Teachers are ased to engage in three-roundargumentation

@ :aing arguments

@ *esponding others’ arguments and

refining arguments

@ roup discussion in the classroom


10/36

)ata Collection and

Analysis?)omponents & (uality ofargumentation

- 7pistemological views

- Three *ounds analysis - Biology major & Science teaching

? 7volution of argumentation

? nter-rater consistency of >$0 is

achieved


11/36

7pistemologicalviews

Su+total3!

7 %

:

#0

) %

E(istemological vie#s0Tsai 1 2iu 34456


12/36

Biologymajor

3on-+iologymajor

Su+total3!

Science

teaching 5 6 C

3on-science

teaching

$ 6 #5

Su+total3! #/ /0

7iology ma,or 1 $cience te


13/36

Results and)iscussion


14/36

Arguments of

di8erente(istemologicalvie#s

C: claim; D: data; W: warrant; R: rebuttal; Q: qualifier; B: backing

E: empiricist-aligned; : mi!ed; C: c"nstructi#ist-"riented


15/36

Quality of

di8erente(istemologicalvie#s

$: %e#el $; &: %e#el &; ': %e#el '; (: %e#el (; ): %e#el )


16/36

Com(arison of arguments

in three rounds

*#D the first round argumentation" */D the second round argumentation"

*5D the third round argumentation


17/36

Quality of

argumentationin three rounds

$: %e#el $; &: %e#el &; ': %e#el '; (: %e#el (; ): %e#el )


18/36

Biology Major, Science

Teaching

B*: Bi"l"g+ ma,"r .cience teac/ing; B*: Bi"l"g+ ma,"r *"n-science teac/ing

*.: *"n-bi"l"g+ ma,"r .cience teac/ing; **: *"n-bi"l"g+ ma,"r *"n-science teac/ing


19/36

2evel of change 7pistemological view Su+total

)hange 7 0

3E6F! : #

) 5F

7volution 7 #

3E%F! : 5

) #F

3o change 7 63E#/! : 1

) /

Fone have +oth change and evolution

Change in teachers’(ositions


20/36

7pistemological view 2evel of change Su+total

7 )hange 0

3E%! 7volution #

3o change 6

: )hange #3E#0! 7volution 5

3o change 1

) )hange 5F

3E%! 7volution #F

3o change /

F one has +oth change and evolution


21/36

Conclusion 1 $uggestion

? 7mpiricist-aligned teachers have

+etter quality>? Teachers have +etter quality in */>

? BS have +etter scores on level 5>

? )onstructivist-oriented teachers getmore changes>


22/36

Than- you for yourattention9

Questions orcomments:


23/36

username

passw"rd

enter


24/36

%ife science argumentati"n


25/36

c"urse

interacti"n


26/36

7cologists

policy maers

fishermen

general persons

roup #

roup /

roup 5

roup 6

ssue discussion


27/36

number

title date aut/"r

Deli#er a new article


28/36

title

c"ntents

0dditi"nal files

c"nfirm cancel


29/36


30/36


31/36

Arguments 'escription 79ample

)laim

)onclusion of that people try toconvince or to +uild itGs ownvalue" often showed in the way of; thinH= or ; agreeH=

thin no matter how" fishery policies inTaiwan can’t stand alone from internationalorgani8ations and agreements>

57$%#//C!

'ata

rounds to support the claim>t’s +ased on the non-am+iguityof data format" which candescri+e the term of the claimaccuracy>

The main cause of the shortage of the currentfishery resources can +e" rather than the in-shore sightseeing fishery" inappropriate fishingtechniques with application of modern

technology>

5B$%#/#$!

Bacing

To e9plain the data’s theorem>t’s a common theory foundationand can +e understood +y thepeople>

.ood and Agriculture Irgani8ation .AI! haveaddress a warning to fishing countriesD n orderto restore the resources" it’s necessary to restrictfishing capacity in the short-term>

6B$%#/#1!

,arrant

To infer 'ata to claims and

e9plain the relationship of thedata to the claim> t could +e arule" a principles" or the +ase ofinference>

Because it’s ;high= price" in other words" it’s

high income for fishermen and food suppliers>They will strive to catch marine lives for profit>And then mae marine fish and lives to death>

#'$%#//0!

(ualifiers

t’s used to restrict the claim"illustrate the intensity of claim

and in which area the claim issuita+le<

Scholars will agree if it’s without pollution andhas a complete set>

#A$10#0/!


32/36

*e+uttal

To illustrate in what situationthe claim can’t +e esta+lished>Ir having dou+ts a+out eitherthe claim" data" warrant"

+acing or qualifier of anargument>

*aising prices seems to let fishermen evenmore want to catch these fish which havehigh economical values> Thus they canincrease their income> *aising prices will

decrease some ind of fish rapidly and can’tensure to let everyone have fish to eat> /A$%#//$!

(uery

To address questions to theclaim or arguments> t meansunclear message or

furthermore question>

But what ind of marine lives are rare andviewa+le< s there any clear definition to tellthe people or film and pu+lic welfare

advertisement to let people watch< 6B#/#0!

Ifftas

arguments or data which has

no direct connection withissue

,e indeed have responsi+ility to care howwe consume glo+al marine resources andhow this influence the environment> 7ven ifwhat most people see is a dish of sashimi or a

+owl of shar’s fin on the ta+le> But weshould now that if we don’t control the useof environmental resources" we or our laterperiod will get feed+ac> ,e have only oneearth and one ocean>

57$%#/#!


33/36

Argumentation Quality

Rubric Score 'escription 79ample

0 3o justification

Any country in the world include Taiwan is a+solutelyhard to get away from a vicious circle which destroys theenvironment> lo+ali8ation have already e9isted> ,hatrole should Taiwan play among the closely lined+iosphere" atmosphere" and glo+al ocean current" and alsoin the powerful connection with contemporary technologyand economical system<57$%#/#!

#4ustification with no

grounds

JTo conserve marine resources is the government and entirepeople’s duty> t’s also the inshore fishing’s prerequisiteconditions to eep sustaina+le use> J)5B$%#/#$!

/4ustification with

simple grounds

JTo esta+lish a special agency to integrate the oceanmanagement> J)

─

There’re a+out C to ocean-related

departments in Taiwan> Some rights and duties areoverlapping" opposite" or insufficient> To deal with oceanaffairs often lac of communication and coordination>

Besides" it’s time-consuming and achieve little> J, ， So

t’s necessary to esta+lish a special agency>

/A$%#///!

The sea shore 8one is an ecological sensitive area


34/36

5

4ustification with

ela+oratedgrounds

JThe sea shore 8one is an ecological-sensitive area>nappropriate developments usually cause serious

environment damages> J,，─ So the environmental

impact statement of coast developments is very

important> J)。─” 7nvironmental impact statement=

lay emphasis on the ;prevention= of environment

protection> So any coast development programs should+e enforced in the term of planning" and on the premisethat protecting inshore fishing to eep sustaina+le use"and +e considered if it’s practica+le> After lifting thecurfew" Taiwan develop rapidly> The sea shore 8one"especially in the west" is developed highly concentrated>So the policies in the future should not only enforce the

environmental impact statement and also consider theaccumulative impact" that is the accumulation of alldevelopments or the entire attacs to the environmentafter the reciprocal effect> Thus can carry out the true

value of environmental impact statement> J'。

/A$%#///!

64ustification with a

counter position

J,e should protect marine fish resources to eepsustaina+le use and esta+lish correct fisheries control soas to let the people eat delicious seafood> J)> Jf we raisethe price of the seafood on the contrary" it’s not onlyuseless for the present situation" +ut also a e9ploitation to

consuming rights and interests> J* 。

#B$%#/#$!


35/36

Change in teachers’

(ositions2evel ofchange role 7pistemolo-gical view source dimension

change

3KP!

fisherman ) roup

discussion

:arine resources

protecting area

change

PK3!

generalperson

: Paper report Legetarianism

change

3KP!

ecologist ) roupdiscussion

*estrict to catch someind of fish

change

3KP!

fisherman ) Paper report *estrict to catch some

ind of fish

2evel ofl

7pistemolodi i


36/36

changerole

p-gical view

source dimension

7volution

PKP! ecologist : 7-learning :arine resources protectingarea K until the environment-

clean technique is mature

PKP! fisherman ) roup discussion sightseeing fishery Kmainly onseafood

PKP! fisherman 7 roup discussion& paper reports

nshore cultivate fishing &sightseeing fishery K planned

+y the government

PKP! ecologist : roup discussion sightseeing fishery K)onsulting other successfulcountries" planned and guided

+y the government>

PKP! policymaer

: 7-learning 'ig out smuggling K through afair and just procedure

Evolution of teacher`s argumentation

Documents

Transcript of Evolution of teacher`s argumentation