Akademik Veri Yönetim Sistemi
National Association for Research in Science Teaching (NARST), Maryland, Amerika Birleşik Devletleri, 23 - 26 Mart 2025, ss.1
The present study examines middle school students' use of and rhetorical references to inscriptions in genetically modified organisms (GMO). A descriptive research approach was adopted. GMO Task (Xiao, 2015) was used with a more extended argumentation process to reveal students' uses of different inscription types in arguments, counterarguments, and rebuttals, respectively. In addition to that, students' rhetorical references to inscriptions were examined separately across argument, counterargument, and rebuttal. The analyses revealed that students tend to use visual and simpler inscriptions (photographs and brochures) rather than complex inscriptions (tables and graphs) in their argumentation. With respect to rhetorical references, students were able to utilize higher levels of rhetorical references to inscription in their argumentation. Yet, in complex argumentation structures, such as counterargument and rebuttal generation, students showed a decrease in their use of inscriptions and high levels of rhetorical references. It can be concluded that socioscientific argumentation with the help of inscription can contribute to students' learning of informed decision-making. Thus, students can become conscious future citizens who evaluate and interpret data on issues concerning society and science at the same time.