@article{BaselHarmsPrechtl2013,
  author    = {Basel, Nicolai and Harms, Ute and Prechtl, Helmut},
  title     = {Analysis of students' arguments on evolutionary theory},
  series = {Journal of biological education},
  volume    = {47},
  journal   = {Journal of biological education},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0021-9266},
  doi       = {10.1080/00219266.2013.799078},
  pages     = {192 -- 199},
  year      = {2013},
  abstract  = {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.},
  language  = {en}
}
@article{BaselHarmsPrechtletal.2014,
  author    = {Basel, Nicolai and Harms, Ute and Prechtl, Helmut and Weiss, Thomas and Rothgangel, Martin},
  title     = {Students' arguments on the science and religion issue: the example of evolutionary theory and Genesis},
  series = {Journal of biological education},
  volume    = {48},
  journal   = {Journal of biological education},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0021-9266},
  doi       = {10.1080/00219266.2013.849286},
  pages     = {179 -- 187},
  year      = {2014},
  abstract  = {Treating creationism as a controversial topic within the science and religion issue in the science classroom has been widely discussed in the recent literature. Some researchers have proposed that this topic is best addressed by focusing on sociocognitive conflict. To prepare new learning opportunities for this approach, it is necessary to know the concrete arguments that students use in their discussions on this issue. Therefore, this study aimed to provide a systematic description of these arguments. For this purpose, upper secondary students (N=43) argued for either the acceptance of evolutionary theory or faith in Genesis in a written speech. The study was conducted during their regular biology and religious education classes. Generated arguments were analysed by qualitative content analysis. Three dimensions of the arguments were described: the content (science or religion), the valuation of the argument (positive or negative), and whether the argument consisted of a descriptive or normative argumentation. The results indicate that students found it easier to generate arguments about the scientific side of the issue; however, these arguments were negatively constructed. The results are discussed with regard to implications for educational approaches for teaching controversial issues at the high-school level.},
  language  = {en}
}