By Sibel Erduran, María Pilar Jiménez-Aleixandre
Academic researchers are certain to see this as a well timed paintings. It brings jointly the paintings of prime specialists in argumentation in technological know-how schooling. It provides learn combining theoretical and empirical views proper for secondary technological know-how school rooms. because the Nineties, argumentation experiences have elevated at a quick velocity, from stray papers to a wealth of analysis exploring ever extra refined matters. it truly is this incontrovertible fact that makes this quantity so an important.
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Additional resources for Argumentation in Science Education: Perspectives from Classroom-Based Research (Science & Technology Education Library)
1999). Inquiry as inquiry: A logic of scientific discovery. Dordrecht, The Netherlands: Kluwer Academic. Jiménez-Aleixandre, M. , Agraso, M. , & Eirexas, F. (2004). Scientific authority and empirical data in argument warrants about the Prestige oil spill. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Vancouver, April. Jiménez-Aleixandre, M. , & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792.
Y. (2005). Taiwanese science and life technology curriculum standards and earth systems education. International Journal of Science Education, 27(5), 625–638. , Brown, J. , & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. ), Knowing, learning and instruction. Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum. Curriculum Council of Western Australia. (1998). Curriculum framework. htm. Department for Education and Skills and Qualifications and Curriculum Authority, England and Wales.
In its most basic conception, argumentation involves producing justified claims, producing counterarguments, and rebutting counterarguments. In producing justified claims, several alternative theories must be coordinated with evidence in order to choose the evidence that best fits the justification of one of the theories. This may happen not only in explicit dialogic debates, but also in written argumentive texts or in individual verbal interviews. Along this line, there is some work in which verbal interviews are used to analyze the construction of arguments in its dialogic form (Means & Voss, 1996).