Exploring the Characteristics of Argumentation in Secondary School Students: A Study of Reasoning, Structure, and Communication Skills
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| Title: | Exploring the Characteristics of Argumentation in Secondary School Students: A Study of Reasoning, Structure, and Communication Skills |
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| Language: | English |
| Authors: | Emelie Otnes (ORCID |
| Source: | Asian Journal of Education and Training. 2025 11(2):70-81. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 10 High Schools |
| Descriptors: | Secondary School Students, Persuasive Discourse, Grade 10, Foreign Countries, Scientific Principles, Communication Skills, Social Influences, Risk, Student Attitudes, Critical Thinking |
| Geographic Terms: | Norway |
| ISSN: | 2519-5387 |
| Abstract: | This study examines the characteristics of students' arguments when they are confronted with scientific claims. A qualitative single-case study was conducted to investigate the problem. Data were collected through observations and interviews, using the convenient sampling method in a tenth-grade (n=9) class in Norway. Audio recordings captured the students while they were solving argumentation-based tasks in small groups. Interviews were also conducted with two of the students afterward. A constant comparative analysis approach was used to analyze the students' conversations, and a thematic analysis was used to analyze the interviews. The results indicated that the students used short statements to express both support and opposition to each other's arguments. Additionally, different types of content were used when students built their arguments, including ethical considerations, examples, fantasy based on their imagination, and assessments of the probability of socio-scientific issues. There were certain variations among the groups regarding group dynamics, and based on this, argumentation could be an activity that involves social risk for students. It can be said that this aspect also improved the effectiveness of the argumentation process within most groups, encouraging authentic discussions about challenging issues. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481123 |
| Database: | ERIC |
| Abstract: | This study examines the characteristics of students' arguments when they are confronted with scientific claims. A qualitative single-case study was conducted to investigate the problem. Data were collected through observations and interviews, using the convenient sampling method in a tenth-grade (n=9) class in Norway. Audio recordings captured the students while they were solving argumentation-based tasks in small groups. Interviews were also conducted with two of the students afterward. A constant comparative analysis approach was used to analyze the students' conversations, and a thematic analysis was used to analyze the interviews. The results indicated that the students used short statements to express both support and opposition to each other's arguments. Additionally, different types of content were used when students built their arguments, including ethical considerations, examples, fantasy based on their imagination, and assessments of the probability of socio-scientific issues. There were certain variations among the groups regarding group dynamics, and based on this, argumentation could be an activity that involves social risk for students. It can be said that this aspect also improved the effectiveness of the argumentation process within most groups, encouraging authentic discussions about challenging issues. |
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| ISSN: | 2519-5387 |
