ERIC Number: ED130838
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Toward Understanding the Use of Argument and Authority in Science Teaching. The Explanatory Modes Project, Background Paper No. 7.
Russell, Thomas L.
A study of the manner in which a teacher's arguments can present different messages about authority to learners is discussed. Two analyses of the concept of teaching are examined and the emphasis upon rationality in Western culture is placed in historical context. An analysis of the form of arguments is presented, including an argument-pattern that facilitates the identification of the kind of authority conveyed by an argument. Episodes selected from a set of twelve secondary school science lessons are examined. Analyses of three teachers' arguments illustrate the considerations involved in determining the kind of authority a classroom argument suggests. (MH)
Descriptors: Authoritarianism, Classroom Communication, Discussion (Teaching Technique), Educational Research, Instruction, Philosophy, Science Education, Secondary Education, Secondary School Science, Teacher Role
Explanatory Modes Project, Ontario Inst. for Studies in Education, 252 Bloor St., West, Toronto 181, Ontario, Canada (no price quoted)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Dept. of Curriculum.
Note: For related documents, see SE 021 323-326