ISBN:
9789400724709
,
1283456435
,
9781283456432
Language:
English
Pages:
Online-Ressource (XII, 290p. 40 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Perspectives on scientific argumentation
Keywords:
Curriculum planning
;
Science Study and teaching
;
Education
;
Education
;
Curriculum planning
;
Science Study and teaching
;
Science
;
Methodology
;
Logic
;
Aufsatzsammlung
;
Wissenschaft
;
Methodologie
;
Dewey, John 1859-1952 Logic
;
Wissenschaft
;
Methodologie
;
Dewey, John 1859-1952 Logic
;
Aufsatzsammlung
Abstract:
4205 Introduction /Jonathan Osborne --The two faces of scientific argumentation :applications to global climate change /E. Michael Nussbaum, Gale M. Sinatra, and Marissa C. Owens --The importance of embedding argument within science classrooms /Andy Cavagnetto and Brian Hand --Scientific reasoning and argumentation from a Bayesian perspective /Evan Szu and Jonathan Osborne --Students' framings and their participation in scientific argumentation /Leema Kuhn Berland and David Hammer --The design and enactment of argumentation activities /Shirley Simon, Katherine Richardson, and Ruth Amos --Argumentation and reasoning in life and in school :implications for the design of school science learning environments /Leah A. Bricker and Philip Bell --Argumentation and evaluation intervention in science classes :teaching and learning with Toulmin /Janis A. Bulgrena and James D. Ellis --Research on critique and argumentation from the technology enhanced learning in science center /Douglas B. Clark --Evaluating arguments about climate change /Adam Corner --The effects of university students' argumentation on socio-scientific issues via on-line discussion in their informal reasoning regarding this issue /Yin-Tien Wu and Chin-Chung Tsai --The development and validation of the assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol :a tool for evaluating how students participate in scientific argumentation /Victor Sampson, Patrick J. Enderle, and Joi Phelps Walker --Beyond argumentation :sense-making discourse in the science classroom /Scott P. McDonald and Gregory J. Kelly --Development of argumentative knowledge in science education /Myint Swe Khine
Abstract:
Argumentation-arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion- has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students' critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The
Description / Table of Contents:
pt. 1. Theoretical premises of the study of argumentation -- pt. 2. Practice perspectives in argumentation -- pt. 3. Researching argumentation in science education.
Note:
Includes bibliographical references and index
DOI:
10.1007/978-94-007-2470-9
URL:
Volltext
(lizenzpflichtig)
Permalink
