Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation

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Author(s): Aysegul Oguz Namdar (Recep Tayyip Erdogan University, Turkey)and Bahadir Namdar (Ege University, Turkey)
Copyright: 2021
Pages: 29
Source title: Socioscientific Issues-Based Instruction for Scientific Literacy Development
Source Author(s)/Editor(s): Wardell A. Powell (Framingham State University, USA)
DOI: 10.4018/978-1-7998-4558-4.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Argumentation has received a significant amount of attention from the science education community. To implement this important teaching method and scientific practice in science classrooms, curriculum reforms have recommended incorporating socioscientific issues. Research indicates that students have difficulty organizing information about complex socioscientific issues; students also tend to ignore counterclaims and only use evidence that supports their own views. Therefore, alternative teaching strategies should be used to overcome this barrier. This chapter advocates for blending creative drama and computer-supported collaborative learning in the context of socioscientific argumentation; it concludes with an instructional sequence for successful decision making about these issues.

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Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation

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