Abstract
Evagorou: In this chapter, Shirley and Ruth raise several interesting issues related to (socio-scientific issues) SSI, argumentation, and decision-making. A major question in this study was the quality of students’ arguments, and if there is a link between the nature of the evidence (e.g., scientific, environmental, financial) and the quality of the arguments. The results are not conclusive as to this point, and the authors suggest that more evidence is necessary.
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Sampson, V., Simon, S., Amos, R., Evagorou, M. (2011). Metalogue: Engaging Students in Scientific and Socio-scientific Argumentation. In: Sadler, T. (eds) Socio-scientific Issues in the Classroom. Contemporary Trends and Issues in Science Education, vol 39. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1159-4_11
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DOI: https://doi.org/10.1007/978-94-007-1159-4_11
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