Abstract—The researcher aimed to study how through
dialogue, the concept ecology of each individual was made
unstable and thus facilitated conceptual change and further
achieved concept learning. Later, using the model proposed by
Toulmin, the researcher analyzed the argumentative
performances of the three students in their discussion. The data
collected in this research include worksheets and the
transcription of the video records of the students’ learning. The
findings of the research revealed that 1) teaching is not just a
means to inform or to demonstrate the use of knowledge to
students; teachers must encourage students to create meaning
through autonomous contemplation and deduction, reasoning
and communication, 2) only by unbalancing the students’
ecological concepts will they modify their present concept
structure. Furthermore, the students’ demonstration orientation
includes an intuitive experience and examples of argumentation,
form theory argumentation. Therefore, apart from preparing
appropriate argumentative questions for students, teachers
should further encourage students to think and create an
argumentative atmosphere, which could elevate the significance
of in-class learning.
Index Terms—Cooperative learning, mathematical conceptual learning, conceptual change model, argumentative model.
Y. T. Chen is with the Department of Mathematics Education, National Taichung University, No.140, Minsheng Rd., West Dist., Taichung City 40306, Taiwan (R.O.C.) (e-mail: firstname.lastname@example.org ).
J. H. Wang is with the Graduate Institute of Educational Administration and Policy Development, National Chiayi University, No.85, Wunlong Village, Minsyong Township, Chiayi County 621, Taiwan (R.O.C) (e-mail: email@example.com).
Cite: Y. T. Chen and J. H. Wang, "Analyzing with Posner’s Conceptual Change Model and Toulmin’s Model of Argumentative Demonstration in Senior High School Students’ Mathematic Learning," International Journal of Information and Education Technology vol. 6, no. 6, pp. 457-464, 2016.