Drama as a Powerful Tool to Enrich Socio-Scientific Argumentation

Autor/inn/en	Archila, Pablo Antonio; Restrepo, Silvia; Truscott de Mejía, Anne-Marie; Bloch, Natasha I.
Titel	Drama as a Powerful Tool to Enrich Socio-Scientific Argumentation
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 5, S.1661-1683 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10320-3
Schlagwörter	Drama Education; Science and Society; Persuasive Discourse; Scientific Literacy; Genetics; College Students; Foreign Countries; Science Education; Colombia + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Humangenetik; Collegestudent; Ausland; Naturwissenschaftliche Bildung; Kolumbien
Abstract	Socio-scientific argumentation (SSA) is increasingly being recognized as a key aspect of scientific literacy. Much of the reason for this is that this skill is crucial for helping students to become active participants in twenty-first-century democratic societies in which the construction of informed and critical views of socio-scientific issues (e.g. climate change, COVID-19 vaccination, genetic testing) plays a fundamental role. The problem is that instructors rarely give students explicit and research-based opportunities to enrich their SSA skills. Therefore, the aim of this study was to provide evidence that drama can be used as a platform to enrich argumentation in genetic testing. The data were derived from the written responses and the audio recordings of seventy-six university students (37 females and 39 males, 16-29 years old) in Colombia during a complete drama-based teaching-learning sequence (TLS) supervised by the same instructor. The outcomes suggest that the sequence can be used to enrich argumentation in genetic testing as it effectively provided participants with explicit opportunities to produce both arguments and counterarguments about the controversy whether the use of genetic tests among people should be encouraged. This study contributes to the literature on SSA in science education by demonstrating that drama is a promising tool to enhance argumentation about science-based social issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01