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ERIC Number: ED439960
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Expertise, Argumentation and Scientific Practice: A Case Study about Environmental Education in the 11th Grade.
Jimenez Alexandre, Maria Pilar; Pereiro Munoz, Cristina; Aznar Cuadrado, Virginia
This paper reports a case study about argumentation and scientific practice in the 11th grade. The objectives of the study are to identify argument patterns and dimensions of the scientific practice in students' conversations and actions while engaged in an environmental management project in a wetland. The focus are the warrants that students employ to justify their claims in connection with scientific practice understood in a broad perspective (McGinn and Roth, 1999) as the participation in a variety of communities and situations where science is created and used. Data sources include audio and visual recordings, field notes of an external observer and students' production collected in their portfolios. Students' conversations were analyzed using tools as Toulmins' (1958) and Walton's (1996) argument schemes and a scheme for dimensions of scientific discourse constructed by the authors as an heuristic for classroom discourse. Results show distinctive features in the argumentation patterns and warrants about environmental management as compared to standard science topics, such as genetics, cell biology or buoyancy. The status of expert and the participation of citizens in scientific practice are among the dimensions identified in the classroom discourse. (Contains 19 references.) (Author/CCM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain