ERIC Number: ED385434
Record Type: RIE
Publication Date: 1995-Mar
Of Maggots and Saints: The Central Role of Fallacious Thinking in Science Teacher Education.
Zeidler, Dana L.
This paper provides a framework for examining the role of argumentation and thinking and is consistent with the research on pedagogical and theoretical misconceptions. The focus is on presenting a framework to discuss and illustrate how argumentation is related to social thinking (dialogic reasoning) and conceptual change, and provide common examples of fallacious argumentation with an emphasis on socio-scientific reasoning. These include: (1) validity concerns; (2) naive conceptions of argument structure; (3) effects of core beliefs on argumentation; (4) inadequate sampling of evidence; and (5) altering representation of argument and evidence. Further, the role of anomalous information in changing pedagogical and conceptual misconceptions is addressed. Hypothetical samples of students' thoughts for analysis which exhibit various fallacious arguments and thinking and implications for science teaching are included. Contains 44 references. (LZ)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science and the National Science Teachers Association (Philadelphia, PA, March 1995).