Jonathan Osborne

TL;DR: A review of the major literature about attitudes to science and its implications over the past 20 years is presented in this paper, where the authors argue that the continuing decline in numbers choosing to study science at the point of choice requires a research focus on students' attitudes to Science if the nature of the problem is to be understood and remediated.

TL;DR: In this article, a review of the role of argumentative discourse in science education is presented, and it is argued that the lack of opportunities for the practice of argument within science classrooms, and lack of teacher's pedagogical skills in organizing argumentive discourse within the classroom are significant impediments to progress in the field.

TL;DR: In this article, the authors report on the design of learning environments that support the teaching and learning of argumentation in a scientific context in junior high schools in the greater London area.

TL;DR: This article presented two methodological approaches to the analysis of argumentation resulting in whole-class as well as small-group student discussions, and illustrated their coding scheme and some results as well and how their methodological approach has enabled their inquiry into the quality of the argumentation in the classroom.

TL;DR: In this article, the authors support and promote argumentation discourse in science education, and propose a framework for supporting and promoting argumentation discourses in science eduction, which they call Argumentation Discourse Discourse in Science Education.