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Argumentation in Science Education

Perspectives from Classroom-Based Research

  • Book
  • © 2007

Overview

Editors:
  1. Sibel Erduran

    1. University of Bristol, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. María Pilar Jiménez-Aleixandre

    1. Universidade de Santiago de Compostela, Spain

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    You can also search for this editor in PubMed   Google Scholar

  • The first book on argumentation in science education
  • Interest of researchers in argumentation is increasing, as evidenced by number of papers in journals and conferences, and by doctoral dissertations on the subject
  • Brings together leading international experts in the field of argumentation in science education from around the world
  • Includes both theoretical and empirical perspectives
  • Covers a range of aspects of argumentation including methodological, cognitive, epistemological and moral perspectives
  • Brings together international perspectives including classroom-based research from Norway, Israel, USA, France, Spain and United Kingdom

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xv
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  2. Argumentation Foundations

    1. Argumentation in Science Education: An Overview

      • María Pilar Jiménez-Aleixandre, Sibel Erduran
      Pages 3-27

    2. Cognitive Foundations of Learning Argumentation

      • Merce Garcia-Mila, Christopher Andersen
      Pages 29-45

    3. Methodological Foundations in the Study of Argumentation in Science Classrooms

      • Sibel Erduran
      Pages 47-69

    4. What Can Argumentation Tell Us About Epistemology?

      • William A. Sandoval, Kelli A. Millwood
      Pages 71-88

  3. Research on Teaching and Learning Argumentation

    1. Designing Argumentation Learning Environments

      • María Pilar Jiménez-Aleixandre
      Pages 91-115

    2. Social Aspects of Argumentation

      • Stein Dankert Kolstø, Mary Ratcliffe
      Pages 117-136

    3. Analysis of Lines of Reasoning in Written Argumentation

      • Gregory J. Kelly, Jacqueline Regev, William Prothero
      Pages 137-158

    4. Quality Argumentation and Epistemic Criteria

      • Richard A. Duschl
      Pages 159-175

  4. Argumentation in Context

    1. Argumentation in Science Education: An Overview

      • Laurence Simonneaux
      Pages 179-199

    2. The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care

      • Dana L. Zeidler, Troy D. Sadler
      Pages 201-216

    3. Technology-Enhanced Learning Environments to Support Students' Argumentation

      • Douglas B. Clark, Karsten Stegmann, Armin Weinberger, Muhsin Menekse, Gijsbert Erkens
      Pages 217-243

    4. Science Teacher Education and Professional Development in Argumentation

      • Anat Zohar
      Pages 245-268

  5. Back Matter

    Pages 269-294
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Keywords

About this book

Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl’s doctoral seminar that we were both attending, Marilar Jiménez-Aleixandre as a visiting scholar at Vanderbilt University. Jiménez-Aleixandre and Duschl were designing authentic problems in genetics for the University of Santiago de Compostela-based RODA project aimed at engaging high school students in argumentation. Erduran and Duschl had been working on Project SEPIA extending their work in Pittsburgh schools to the design of curricula that support epistemological aspects of scientific inquiry including argumentation. In that spring we attended a NARST s- sion in St Louis, where Gregory Kelly, Steven Druker and Catherine Chen presented a paper about argumentation. As a consequence, a symposium about argumentation was organised (possibly the first of its kind) at the 1997 NARST meeting in Chicago, including papers from Kelly and colleagues and from Jiménez-Aleixandre, Bugallo and Duschl. The symposium was attended, among others, by Rosalind Driver, who had just submitted an application for funding of an argumentation project based at King’s College London, a project Erduran would incidentally work on after Driver’s untimely death. From this time frame in the 1990s to the present day, argumentation studies in science education have increased at a rapid pace, from stray papers for which we were unable to find an appropriate strand in a conference, to a wealth of research base exploring ever more sophisticated issues.

Reviews

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)

Editors and Affiliations

  • University of Bristol, UK

    Sibel Erduran

  • Universidade de Santiago de Compostela, Spain

    María Pilar Jiménez-Aleixandre

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