Journal ArticleDOI
The place of argumentation in the pedagogy of school science
TLDR
This article found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues, and that opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between.Abstract:
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system.read more
Citations
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Journal ArticleDOI
Establishing the norms of scientific argumentation in classrooms
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.
Journal ArticleDOI
The Laboratory in Science Education: Foundations for the Twenty-First Century
Avi Hofstein,Vincent N. Lunetta +1 more
TL;DR: Hofstein and Lunetta as mentioned in this paper conducted a review of the research on the school science laboratory and found that the laboratory has a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities.
Journal ArticleDOI
Enhancing the quality of argumentation in school science
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.
Journal ArticleDOI
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Anat Zohar,Flora Nemet +1 more
TL;DR: In this article, the authors examined the teaching of argumentation skills in the context of dilemmas in human genetics and found that students were able to transfer the reasoning abilities they were trained to use in the contexts of genetics to the context from everyday life.
Journal ArticleDOI
Supporting and Promoting Argumentation Discourse in Science Education
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.
References
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Book
The Structure of Scientific Revolutions
TL;DR: The Structure of Scientific Revolutions as discussed by the authors is a seminal work in the history of science and philosophy of science, and it has been widely cited as a major source of inspiration for the present generation of scientists.
Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
Book
The uses of argument
TL;DR: In this paper, the origins of epistemological theory are discussed and the layout of argument and modal arguments are discussed, as well as the history of working logic and idealised logic.
MonographDOI
Cognition in practice : mind, mathematics, and culture in everyday life
TL;DR: In this paper, Lave moves the analysis of one particular form of cognitive activity, arithmetic problem-solving, out of the laboratory into the domain of everyday life, and shows how mathematics in the real world, like all thinking, is shaped by the dynamic encounter between the culturally endowed mind and its total context, a subtle interaction that shapes both tile human subject and the world within which it acts.