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

By Sibel Erduran, María Pilar Jiménez-Aleixandre

Academic researchers are absolute to see this as a well timed paintings. It brings jointly the paintings of prime specialists in argumentation in technology schooling. It provides examine combining theoretical and empirical views proper for secondary technological know-how school rooms. because the Nineties, argumentation reports have elevated at a quick velocity, from stray papers to a wealth of analysis exploring ever extra refined matters. it really is this undeniable fact that makes this quantity so an important.

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

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Proceedings of the forty-eighth annual meeting of the Philosophy of Education Society (pp. 76–80). Urbana, IL: Philosophy of Education Society. Erduran, S. (2006). Promoting ideas, evidence and argument in initial teacher training. School Science Review, 87(321), 45–50. , & Yakmaci-Guzel, B. (2006). Learning to teach argumentation: Case studies of preservice secondary science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 2(2), 1–14. , & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse.

34 M. Garcia-Mila and C. Andersen Interpsychological Argumentation This section argues that the essence of argumentation in discursive practices is an externalized explicit dialectical activity, where two or more minds engage in a debate through a series of claims, counterclaims, and rebuttals. As Hickman (1987) puts it, “Usually they (argumentations) consist of a sequence of utterances whose content may—but need not—enter the argument to be developed. However, an argumentation only succeeds if the participants manage to develop a joint argument that is collectively accepted as an answer to the quaestio” (p.

Milli Egˇitim Bakanligˇi, Turkey (2005). Ilkögˇretim fen ve teknoloji ders ögˇretim programi (6, 7 ve 8. siniflar). Ankara: Author. Ministerio de Educación y Ciencia, Republic of Chile (MEC). (2004). Estudio y comprensión de la naturaleza. Santiago de Chile: Author. Ministerio de Educación y Ciencia, Spain (MEC). (2007). Real Decreto 1631/2006 Enseñanzas mínimas educación secundaria obligatoria. Boletín Oficial del Estado, 5 January, 677–773. Ministry of Education, Pakistan. (2006). National Curriculum for General Science.

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