Argumentation in Science Education: Perspectives from - download pdf or read online


By Sibel Erduran, María Pilar Jiménez-Aleixandre

ISBN-10: 1402066694

ISBN-13: 9781402066696

Academic researchers are guaranteed to see this as a well timed paintings. It brings jointly the paintings of best specialists in argumentation in technological know-how schooling. It offers examine combining theoretical and empirical views suitable for secondary technology school rooms. because the Nineteen Nineties, argumentation reports have elevated at a speedy velocity, from stray papers to a wealth of study exploring ever extra subtle concerns. it's this proven fact that makes this quantity so the most important.

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Argumentation in Science Education: Perspectives from by Sibel Erduran, María Pilar Jiménez-Aleixandre PDF

Academic researchers are certain to see this as a well timed paintings. It brings jointly the paintings of major specialists in argumentation in technology schooling. It provides learn combining theoretical and empirical views appropriate for secondary technological know-how school rooms. because the Nineties, argumentation experiences have elevated at a fast speed, from stray papers to a wealth of analysis exploring ever extra subtle concerns.

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Extra info for Argumentation in Science Education: Perspectives from Classroom-Based Research (Science & Technology Education Library)

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3 When one wants to undermine the opponent’s claim, she or he needs to think of her or his weaknesses and regain the strength of the claim. Thus, to study development of argumentive discourse strategies, the analysis must focus on the progress from simple forms of arguments such as “disagree” (where the goal is to expose one’s own point of view, without addressing the opponent’s claim) to the use of counterarguments and rebuttals (where the two goals mentioned above—awareness of the partner’s weaknesses and a move to regain the strength of one’s own claim—are addressed).

Andersen but what’s important is, again, the high variability not only between subjects, but also within a single subject. This has been seen in microgenetic studies in which multiple strategies from less to more valid coexist. Within different ages, individuals display a variety of different reasoning strategies, ranging from less to more effective. , 1995). This high variability is not only seen among preadolescents. When adults are asked to engage in a complex task involving coordination of multiple factors, valid inferences are not always within the subject’s competence.

Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. Druker, S. L. (2000). Experimentation in situated learning: Diverse students’ data generation and argumentation strategies in social settings. Paper presented at the annual meeting of NARST, New Orleans, April–May. , & Osborne, J. (2002). Supporting and promoting argumentation discourse. Studies in Science Education, 38, 39–72. Eemeren, F. H. van, & Grootendorst, R. (2004).

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Argumentation in Science Education: Perspectives from Classroom-Based Research (Science & Technology Education Library) by Sibel Erduran, María Pilar Jiménez-Aleixandre

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