Teaching Socio-Scientific Argumentation in two Chinese Science Classrooms: A Case Study

Abstract

Engaging students in socio-scientific argumentation is proven effective for resolving everyday issues, yet its integration and implementation in Chinese science classrooms face challenges due to limited curriculum resources and traditional didactic Confucian pedagogy. To investigate these integration efforts, we collaborated with a Chinese science teacher, analyzing four episodes of her SSI argumentation teaching. We found that the teacher consistently framed SSI argumentation activities as addressing everyday problems and tended to engage students in a more authentic version of science practice along with restricted shared epistemic agency. Our fine-grained analysis on teacher’s discourse moves that facilitated whole-class argumentation revealed four frequently employed categories: setting norms, revoicing, pressing, and summarizing, all contributing to either sustaining or advancing the whole-class argumentation process. Despite challenges, this study provides insights into effective SSI argumentation integration in Chinese science classrooms.