Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior

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dc.authorid0000-0001-5226-0136en_US
dc.authorid0000-0002-6790-4990
dc.contributor.authorPabuçcu, Aybüke
dc.contributor.authorErduran, Sibel
dc.date.accessioned2021-06-23T19:44:25Z
dc.date.available2021-06-23T19:44:25Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study investigated secondary school students' engagement in epistemic and narrative practices of chemistry in the context of a chemistry story on gas behavior. Argumentation is an example of an epistemic practice in science and stories are one kind of narrative (Ricoeur, 1981). By using a chemistry story, the authors hoped to engage students in the argumentation processes by linking chemistry knowledge to everyday contexts (Erduran and Pabuccu, 2012). Student group discussions and written frames during the activity were used as data sources. Analysis of these student outcomes concentrated on (a) the nature of the students' discourse; (b) the quality of students' argumentation; and (c) students' conceptual understanding of gas behaviors. The authors categorized the nature of group discourse using five different codes, determined the quality of student argumentation by counting the number of rebuttals, and measured conceptual understanding through students' answers in the writing frames. The results of this study add to the literature seeking to understand how to develop students' engagement in the argumentation process, how to enhance the quality of students' argumentations, and how to improve their conceptual understanding of gas behaviors.en_US
dc.identifier.doi10.1039/c6rp00011h
dc.identifier.endpage531en_US
dc.identifier.issn1109-4028
dc.identifier.issn1756-1108
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85016615079en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage523en_US
dc.identifier.urihttps://doi.org/10.1039/c6rp00011h
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8981
dc.identifier.volume17en_US
dc.identifier.wosWOS:000379492700007en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorPabuçcu, Aybüke
dc.language.isoenen_US
dc.publisherRoyal Soc Chemistryen_US
dc.relation.ispartofChemistry Education Research And Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGas Behavioren_US
dc.subjectEpistemic Practice
dc.subjectChemistry
dc.titleInvestigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavioren_US
dc.typeArticleen_US

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