Argumentation in Science Education: Perspectives from Classroom-Based Research

ISBN-13: 9789402413113 / Angielski / Miękka / 2019 / 296 str.

Sibel Erduran;Maria Pilar Jimenez-Aleixandre

Opis

Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.

Recenzje

From the reviews:

"Argumentation in Science Education ... is a comprehensive and authoritative handbook on 'school scientific argumentation' ... . The book is principally aimed at researchers in didactics of science ... . The book comprises theoretical, empirical, and practical approaches that have clear implications both for analyzing and for fostering argumentation processes in the science classrooms of all educational levels, including teacher education. ... provides the readers with many powerful ideas that could eventually be inspected in subsequent investigations." (A. Adúriz-Bravo, Science & Education, September, 2010)

Spis treści

Editors’ Foreword Preface. A. Tiberghien Section I Argumentation Foundations Chapter 1. Argumentation in Science Education: An Overview. M Jimenez Aleixandre & S Erduran Chapter 2. Cognitive Foundations of Learning Argumentation. M. Garcia-Mila & C. Andersen Chapter 3. Methodological Foundations in the Study of Science Classroom Argumentation. S. Erduran Chapter 4. What can Argumentation tell us about Epistemology? W. Sandoval & K. Millwood. Section II Research on Teaching and Learning Argumentation Chapter 5. Designing Argumentation Learning Environments. M. Jimenez Aleixandre Chapter 6. Social Aspects of Argumentation. S. Kolst¿ & M. Ratcliffe Chapter 7. Analysis of Lines of Reasoning in Written Argumentation. G. Kelly, J. Regev & W. Prothero. Chapter 8. Quality of Argumentation and Epistemic Criteria. R Duschl Section III Argumentation in Context Chapter 9. Argumentation in Socio-scientific Contexts. L. Simonneaux Chapter 10. The Role of Moral Reasoning in Argumentation: Conscience, Characterand Care. D. Zeidler & T. Sadler Chapter 11. Role of Information Technology in Supporting Argumentation in theClassroom. D. Clark, M. Baker, A. Weinberger and M. Menekse Chapter 12. Science Teacher Education and Professional Development inArgumentation. A. Zohar

Blurb

This book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues.

This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book’s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives.

"Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education."

Professor John Leach
The University of Leeds, UK