شبكة المعلومات العربية التربوية

This research aims to provide a proposed argumentation-based model for teaching socio scientific issues in biology lessons. The research employed the design-based research approach. The sample consisted of 21 students in the 12th grade. Students were introduced to two socio scientific issues concerning hormones and stem cells. Data was collected through open-test, individual and group interviews, teacher diaries and audio and video recordings. An analysis of improvement cycles. The key findings were: 1) The initial version contained two aspects. First, the theoretical side consisted of a question (socio-scientific issue), a claim or counter-claim, the support (justification and refutation) and the argumentative writing. Second, the applied side consisted of introducing the ethical issue, distributing of roles "pros and cons", collecting and organizing arguments, taking decisions on where to stand and finally writing the arguments. 2) The initial version was used in teaching artificial hormones. The model was enhanced by increasing the number of classes, adding the "term clarification", replacing the reading strategy, adjusting the mechanism of defining roles, modifying the reflective session procedure, incorporating some of student worksheets, increasing groups’ members and outschool communication with students. 3) The enhanced model was used to teach the issue of stem cells. The model was further improved by keeping "term clarification", suggested reading strategy, outside the classroom communication, as well as emphasizing the importance of giving students the opportunity to choose the act in the role play and organizing the reflective session, in addition to omitting incorporating some of student worksheets. (Published abstract)