Shirley Simon

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, 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 investigated the teaching of argumentation in secondary science classrooms and found that teachers encourage a variety of processes involved in argumentation and encourage higher order processes in their teaching.

TL;DR: The authors investigated the relationship between argumentation and the development of scientific knowledge in science and socioscientific lessons using video and audio documents of small group and classroom discussions, using a schema based on the work of Toulmin (1958).