• Nicolai Basel
  • Ute Harms
  • Helmut Prechtl
A qualitative exploratory study was conducted to reveal students’ argumentation skills in the context of the topic of evolution. Transcripts from problem-centred interviews on secondary students’ beliefs about evolutionary processes of adaptation were analysed using a content analysis approach. For this purpose two categorical systems were deductively developed: one addressing the complexity of students’ arguments, the other focusing on students’ use of argumentation schemes. Subsequently, the categorical systems were inductively elaborated upon the basis of the analysed material showing a satisfactory inter-rater reliability. Regarding the arguments’ complexity, students produced mainly single claims or claims with a single justification consisting of either data or warrants. With regard to argumentation schemes students drew their arguments mainly using causal schemes, analogies, or illustrative examples. Results are discussed in light of possible implications for teaching evolutionary theory using classroom argumentation. [Editor]
Original languageEnglish
JournalJournal of Biological Education
Issue number4
Pages (from-to)192-199
Number of pages8
Publication statusPublished - 24.05.2013

    Research areas

  • Aims and models - evolutionary theory, reasoning, argumentation, argumentation schemes

ID: 19876