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<p>Although applying scientific reasoning and argumentation (SRA) abilities to make decisions on socio-scientific issues (SSIs) is vital to the daily life of citizens, studies have demonstrated that it is highly challenging for students. To explore the dilemma of SSIs-SRA abilities development faced by students, this study first reconstructed the assessment framework of SSIs-SRA abilities into four elements by synthesizing the perspectives of dialectical, rhetorical, and logical perspectives: construct-claims, construct-grounds, critique-claims, and critique-grounds. Then, we developed an assessment tool based on the reconstructed framework, and 478 students (248 of grade 4 &amp; 230 of grade 8) were recruited to take part in the assessment. The clustering analysis results revealed that students’ SSIs-SRA abilities could be divided into five different types. Additionally, it was surprising that the student’s ability to construct arguments negatively predicted criticizing arguments. These findings can support teachers in improving instruction and provide targeted assistance to students with different ability patterns.</p>

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Research on Students’ Scientific Reasoning and Argumentation Abilities in socio-scientific Issues Context: Integrated Constructive and Critical Perspectives

  • 期刊论文

  • 发表日期：

    2025年9月8日

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  • Xipei Guo,
  • Faxian Shao,
  • Xuemin Hao,
  • Xin Ji,
  • Weiping Hu

摘要

Although applying scientific reasoning and argumentation (SRA) abilities to make decisions on socio-scientific issues (SSIs) is vital to the daily life of citizens, studies have demonstrated that it is highly challenging for students. To explore the dilemma of SSIs-SRA abilities development faced by students, this study first reconstructed the assessment framework of SSIs-SRA abilities into four elements by synthesizing the perspectives of dialectical, rhetorical, and logical perspectives: construct-claims, construct-grounds, critique-claims, and critique-grounds. Then, we developed an assessment tool based on the reconstructed framework, and 478 students (248 of grade 4 & 230 of grade 8) were recruited to take part in the assessment. The clustering analysis results revealed that students’ SSIs-SRA abilities could be divided into five different types. Additionally, it was surprising that the student’s ability to construct arguments negatively predicted criticizing arguments. These findings can support teachers in improving instruction and provide targeted assistance to students with different ability patterns.