Abstract
This article focuses on students’ discursive moves and reasoning practices while engaged in a task that requires making explanatory links between sickle cell disease and malaria. Both diseases pertain to key areas of the biology curriculum, namely, genetic variability and natural selection, and are connected to the theory of evolution of living organisms. Specifically, this study examines the intersections among rhetoric, argumentation and epistemic actions in supporting students’ understanding of complex biological dynamics, which are interlinked across time and space, but are often addressed separately in the curriculum. Data were collected over the course of two school years (2014–2016) with a group of 20 15–17-year-old students and their biology teacher. The findings indicate that while rhetorical moves helped students mobilize data, the use of evidence to support claims remained limited. Conversely, the type of epistemic actions enacted by the students appears to be directly related to the type of data being analysed. Hence, rhetorical moves in combination with argumentation practices appear to account for students’ differential performances in building more complex explanations of evolutionary topics. We conclude that further understanding of reasoning practices and how these are shaped by discursive moves is required in biology education, in order to help students view biological processes in a wider context, and thus gain a better understanding of evolutionary phenomena.
Similar content being viewed by others
References
Achieve. (2013). Next Generation Science Standards (NGSS). Washington, DC: The National Accademies Press.
Affifi, R. (2017). Genetic engineering and human mental ecology: Interlocking effects and educational considerations. Biosemiotics, 10, 75–98.
Ageitos, N., & Puig, B. (2019). Argumentation as a tool to explain the evolutionary links between human diseases: A case study. Journal of Biological Education. https://doi.org/10.1080/00219266.2019.1667409.
Alanazi, F.H. (2019). The perception of students in secondary school in regard to evolution-based teaching: Acceptance and evolution learning experiences—The Kingdom of Saudi Arabia. Research in Science Education, advanced on line publication. https://doi.org/10.1007/s11165-019-9827-y.
Alters, B. J., & Nelson, C. E. (2002). Perspective: Teaching evolution in higher education. Evolution, 56(10), 1891–1901.
Bakhtin, M. M. (1986). Speech genres and other late essays. Trans. Vern W. McGee. Austin: University of Texas Press.
Biggs, A., Gregg, K., Crispin Hagins, W., Kapicka, C., Lundgren, L., Rillero, P., & The National Geographic Society. (2002). Biology: The dynamics of life. New York: Glencoe McGraw-Hill.
Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge: Cambridge University Press.
Brown, T. (2008). Making truth. Metaphor in science. University of Illinois Press.
Colucci-Gray, L., Perazzone, A., Dodman, M., & Camino, E. (2013). Science education for sustainability, epistemological reflections and educational practices: From natural sciences to trans-disciplinarity. Cultural Studies of Science Education, 8(1), 127–183.
Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. Research in Science Education., 40, 133–148.
Duncan, R. G., Rogat, A., & Yarden, A. (2009). A learning progression for deepening students’ understandings of genetics across the 5th-10th grades. Journal of Research in Science Teaching, 46(6), 655–674.
Edwards, J. A. (2001). The transcription of discourse. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 321–348). Malden: Blackwell Publishers.
Evagorou, M., & Puig, B. (2017). Engaging elementary school pre-service teachers in modeling a socioscientific issue as a way to help them appreciate the social aspects of science. International Journal of Education in Mathematics, Science and Technology, 5(2), 113–123.
Feldman, C., Skölberg, K., Brown, R. N., & Horner, D. (2004). Making sense of stories: A rhetorical approach to narrative analysis. Journal of Public Administration Research and Theory, 14(2), 147–170.
Ferrari, M., & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20(10), 1231–1256.
Flodin, V. (2017). Characterisation of the context-dependence of the gene concept in research articles: Possible consequences for teaching concepts with multiple meanings. Science & Education, 26(2).
Freidenreich, H. B., Duncan, R. G., & Shea, N. (2011). Exploring middle school students’ understanding of three conceptual models in genetics. International Journal of Science Education, 33(17), 2323–2349.
Jablonka, E., & Lamb, M. J. (1995). Epigenetic inheritance and evolution: The Lamarkian dimension. Oxford: Oxford University Press.
Jaenisch, R., & Bird, A. (2003). Epigenetic regulation of gene expression: How the genome integrates intrinsic and environmental signals. Nature Genetics., 33, 245–254.
Jarrett, K., Williams, M., Horn, S., Radford, D., & Wyss, J. M. (2016). “Sickle cell anemia: tracking down a mutation”: An interactive learning laboratory that communicates basic principles of genetics and cellular biology. Advances in Physiology Education., 40, 110–115.
Jiménez-Aleixandre, M. P. (2014). Determinism and underdetermination in genetics: Implications for students’ engagement in argumentation and epistemic practices. Science and Education, 23(2), 465–484.
Jiménez-Aleixandre, M. P., & Puig, B. (2012). Argumentation, evidence evaluation and critical thinking. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education (pp. 1001–1015). Dordrecht: Springer.
Jiménez-Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the Lesson” or “Doing Science”: Argument in high school genetics. Science Education, 84(6), 757–792.
Kalinowski, S. T., Leonard, M. J., & Andrews, T. M. (2010). Nothing in evolution makes sense except in the light of DNA. CBE Life Science Education, 9, 87–97.
Kalinowski, S. T., Leonard, M. J., Andrews, T. M., & Litt, A. R. (2013). Six classroom exercises to teach natural selection to undergraduate biology students. Life Sciences Education, 12, 483–493.
Kampourakis, K., & Zogza, V. (2008). Students’ intuitive explanations of the causes of homologies and adaptations. Science & Education, 17, 27–47.
Kampourakis, K., & Zogza, V. (2009). Preliminary evolutionary explanations: A basic framework for conceptual change and explanatory coherence in evolution. Science and Education, 18, 1313–1340.
Keller, E. F. (2001). The century of the gene. Harvard: Harvard University Press.
Kelly, G. J., & Bazerman, C. (2003). How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 24(1), 28–55.
Khishfe, R., Alshaya, F. S., BouJaoude, S., Mansour, N., & Alrudiyan, K. I. (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299–334.
Kirschner, M. W., & Gerhart, J. C. (2005). The plausibility of life: Resolving Darwin’s dilemma. The Plausibility of Life: Resolving Darwin's Dilemma. New Haven: Yale University Press.
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62, 155–178.
Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development, 74(5), 1245–1260.
Kuhn, D., Amsel, E., & O’Loughlin, M. (1988). The development of scientific thinking skills. Orlando: Academic.
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood: Ablex Publishing.
Lemke, J. L. (1992). Interpersonal meaning in discourse: Value orientations. In M. Davies & L. Ravelli (Eds.), Advances in Systemic Linguistics (pp. 82–104). London: Pinter.
Lemke, J. (1998). Teaching all the languages of science: Words, symbols, images and actions [Web Site]. Available: http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm.
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance—Do students see any relationship? International Journal of Science Education, 22(2), 177–195.
Martins, I., Mortimer, E., Osborne, J., Tsatsarelis, C. & Jiménez-Aleixandre, M. P. (2001). Rhetoric and science education. In Behrendt, H., Dahncke, H., Duit, R., Gräber, W., Komorek, M., Kross, A., Reiska, P. (eds.) Research in science education–Past, present, and future (pp. 188–198).
Mayr, E. (2002). What evolution is. London: Weidenfeld and Nicolson.
Mead, R., Hejmadi, M., & Hurst, L. D. (2017). Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance. PLoS Biol, 15(5), e2002255. https://doi.org/10.1371/journal.pbio.2002255.
Nehm, R. H., Poole, T. M., Lyford, M. E., Hoskins, S. G., Carruth, L., Ewers, B. E., & Colberg, P. (2009). Does the segregation of evolution in biology textbooks and introductory courses reinforce students’ faulty mental models of biology and evolution? Evolution: Education and Outreach, 2(3), 527–532.
Organisation for Economic Cooperation and Development (OECD). (2017). PISA 2015 assessment and analytical framework science, reading, mathematic, financial literacy and collaborative problem solving. https://doi.org/10.1787/9789264281820-en.
Osborne, J. (2001). Promoting argument in the science classroom: A rhetorical perspective. Canadian Journal of Science, Mathematics and Technology Education, 1(3), 271–290.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020.
Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11(3), 365–395.
Puig, B., & Jiménez-Aleixandre, M. P. (2011). Different music to the same score: Teaching about genes, environment, and human performances. In T. D. Sadler (Ed.), Socioscientific issues in the classroom. Teaching, learning and research (pp. 201–238). New York: Springer.
Ryu, S., & Sandoval, W. (2015). The influence of group dynamics on collaborative scientific argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 335–351.
Sadler, T. D. (2006). Promoting discourse and argumentation in science teacher education. Journal of Science Teacher Education, 17(4), 323–346.
Sadler, T. D. (2011). Learning science content and socio-scientific reasoning through classrooms explorations of global climate change. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom. Teaching, Learning and Research (pp. 45–77). Dordrecht: Springer.
Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199–201.
Sandoval, W. A., & Millwood, K. A. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23–55.
Shea, N. A., Duncan, R., & Stephenson, C. (2015). A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas. Research in Science Education., 45, 485–507.
Simonneaux, L., & Chouchane, H. (2011). The reasoned arguments of a group of future biotechnology technicians on a controversial socio-scientific issue: Human gene therapy. Journal of Biological Education, 45(3), 150–157.
Smith, M. U., & Gericke, N.M. (2015). Mendel in the modern classroom. Science & Education., 24, 151–172.
Stone, D. (1988). Policy paradox and political reason. New York: Harper Collins Publishers.
Swales, J. M. (1990). Genre analysis. New York: Cambridge Applied linguistics.
Tibell, L. A. E., & Harms, U. (2017). Biological principles and threshold concepts for understanding natural selection. Science & Education., 26(7-9), 953–973.
Tiberghien, A., Vince, J., & Gaidioz, P. (2009). Design-based research: Case of a teaching sequence on mechanics. International Journal of Science Education, 31(17), 2275–2314.
Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
van Dijk, L. (2016). Laying down a path in talking. Philosophical psychology, 29(7), 993–1003.
Venter, J. C., et al. (2001). The sequence of the human genome. Science, 292(5507), 1304–1351.
Walker, J. P., & Sampson, V. (2013). Learning to argue and arguing to learn: Argument-driven inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course. Journal of Research in Science Teaching, 50(5), 561–596.
Weinstock, M., Neuman, Y., & Tabak, I. (2004). Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments. Contemporary Educational Psychology, 29(1), 77–94.
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in genetics. Journal of Research in Science Teaching, 39, 35–62.
Acknowledgements
This work was supported by FEDER Ministry of Science, Innovation and Universities-National Agency of Research/Project Code: PGC2018-096581-B-C22; and by FEDER and the State Innovation Agency of Research Project code EDU2015-66643-C2-2-P.
This study was developed under the ESERA Travel Awards for Doctoral Students and Post-doctoral Researchers 2016. The authors gratefully acknowledge María Pilar Jiménez Aleixandre for her valuable insights and helpful comments on drafts of this manuscript and also thank the anonymous referees for their valuable contributions to improve this paper. The authors thank the teachers and students for their participation.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Ageitos, N., Puig, B. & Colucci-Gray, L. Examining Reasoning Practices and Epistemic Actions to Explore Students’ Understanding of Genetics and Evolution. Sci & Educ 28, 1209–1233 (2019). https://doi.org/10.1007/s11191-019-00086-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11191-019-00086-6