Overview
- Critical and specialized source describing perspectives on scientific argumentation and implications for science education
- Covers theory, best practices and research in scientific argumentation in classrooms, online as well as in non-formal educational settings
- Helps readers develop their understanding on scientific argumentation, its rationales, applications and recent research attempts
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Table of contents (14 chapters)
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Front Matter
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Theoretical Premises of the Study of Argumentation
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Front Matter
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Practice Perspectives in Argumentation
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Front Matter
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Researching Argumentation in Science Education
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Front Matter
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Back Matter
Keywords
About this book
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students’ critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education.Â
Perspectives on Scientific Argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues ofresearch.
Reviews
“This book critically examines argumentation in science classrooms both in terms of underlying theories and practical application. It describes the most recent research into a topic that has already become one of the most important in science education this decade. I commend it to researchers, teachers and policy-makers alike.”
Justin Dillon
Professor of Science and Environmental Education, King’s College London
President, European Science Education Research Association (ESERA)
Editors and Affiliations
Bibliographic Information
Book Title: Perspectives on Scientific Argumentation
Book Subtitle: Theory, Practice and Research
Editors: Myint Swe Khine
DOI: https://doi.org/10.1007/978-94-007-2470-9
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-2469-3Published: 01 October 2011
Softcover ISBN: 978-94-007-9321-7Published: 29 November 2013
eBook ISBN: 978-94-007-2470-9Published: 30 September 2011
Edition Number: 1
Number of Pages: XII, 292
Topics: Science Education, Teaching and Teacher Education, Learning & Instruction, Curriculum Studies