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ERIC Number: EJ1107880
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-2301-251X
"Engaging in an Argumentative Discourse"'- Narratives from Biology Classrooms
Saxena, Astha; Behari, Alka
European Journal of Science and Mathematics Education, v3 n1 p14-32 2015
The present paper delves into the classroom dynamics of Biology classrooms taking into account teaching learning processes associated with some of the ethical issues in Biological Sciences. Argumentation and debate appear to be the major transactional approaches adopted by teachers for dealing with these issues. The classroom discourses emanating from teacher student conversations have been analysed on four planes, viz., ethical, social context, interactional context and personal agency of the teacher. Toulmin's method of argument analysis has been used in order to analyse the level of arguments of both teachers and their students. The findings reveal significant differences on all the four planes at K-12 and Undergraduate levels and, have implications for building upon teachers' pedagogical content knowledge (PCK) with respect to ethical issues.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A