Developing the Structure of Junior High School Students’ Arguments about Ohm's Law
Anastasios Smprinis 1, Michael Skoumios 2 *
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1 Hellenic Open University, GREECE2 Department of Primary Education, School of Humanities, University of the Aegean, GREECE* Corresponding Author

Abstract

While students’ difficulties in constructing scientific arguments have been studied, research on developing the quality of students’ scientific arguments through the implementation of instructional interventions is limited. The present study aims to examine the effects of an instructional intervention for Ohm’s Law, which was designed on a teaching science as practices approach, on the development of the structure of students’ written scientific arguments. Instructional material was constructed for teaching Ohm’s Law and was implemented to 14-year-old students. The research data included students’ written answers (arguments) put down on worksheets during the instructional intervention, as well as students’ answers (arguments) to a questionnaire they were provided with before and after the instructional intervention. Data analysis showed that the instructional intervention contributed to developing the structure of students’ written scientific arguments. The study concludes with a discussion on the results and proposals for further research.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, 2021, Volume 17, Issue 4, Article No: e2256

https://doi.org/10.21601/ijese/11137

Publication date: 12 Aug 2021

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