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《Journal of Distance Education》 2012-01
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Review on How to Use Argument to Foster Scientific Literacy

Yang Yuqin1 & Ruan Quanyou1、2(1.Faculty of Education,The University of Hong Kong,Hong Kong 2.School of Foreign Languages,Zhongnan University of Economics and Law,Hubei Wuhan 430073)  
Argument interventions,as one kind of teaching strategis,have great potentials to foster scientific literacy.They have gained popularities among researchers and practitioners in science education contexts since the late 1980s.This study reviews the existing empirical research studies on the use of argument interventions for fostering scientific literacy,from the perspectives of processes and results.The purpose is to determine how and to what extent argument interventions from education research literature promote argument to foster scientific literacy.31 journal articles have been reviewed and most of the studies reported in the literature are descriptive.Results show that there are three patterns that argument interventions are being used in fostering scientific literacy,though variation of interventions exists.They are immersion,structure and socioscientific.Related issues such as implications and future research directions are also discussed.
【CateGory Index】: G301
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