Interpretation d'une Controverse Scientifique: Strategies Argumentatives d'Adolescentes et d'Adolescents Quebecois (Interpretation of a Scientific Controversy: Argument Strategies of Adolescents and Quebecois Adolescents).

Bader, Barbara

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Peer reviewed

ERIC Number: EJ673771

Record Type: Journal

Publication Date: 2003

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Abstractor: N/A

ISBN: N/A

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Interpretation d'une Controverse Scientifique: Strategies Argumentatives d'Adolescentes et d'Adolescents Quebecois (Interpretation of a Scientific Controversy: Argument Strategies of Adolescents and Quebecois Adolescents).

Bader, Barbara

Canadian Journal of Science, Mathematics and Technology Education, v3 n2 p231-50 Apr 2003

Sketches out the argumentative strategies used by three 17-year-old boys to interpret the disagreement presented to them. Shows that they were inclined to adduce current ideas about science--framed according to a realist, empiricist epistemology--but that there are grounds for thinking that high school students would be capable of actualizing their way of seeing the social character of science. (Author/KHR)

Descriptors: Foreign Countries, Learning Strategies, Science Education, Secondary Education, Social Influences, Sociocultural Patterns, Thinking Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: French

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Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

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