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ERIC Number: EJ790463
Record Type: Journal
Publication Date: 2008-May
Pages: 26
Abstractor: Author
Reference Count: 81
ISSN: ISSN-0036-8326
Conceptualizations of Argumentation from Science Studies and the Learning Sciences and their Implications for the Practices of Science Education
Bricker, Leah A.; Bell, Philip
Science Education, v92 n3 p473-498 May 2008
Argumentation has become an increasingly recognized focus for science instruction--as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of argumentation and discuss the possible implications for the orchestration of science education; the goal being that the science education research community might consider a broader range of argumentation forms and roles in conjunction with the learning of science. (Contains 1 figure.)
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Publication Type: Information Analyses; Journal Articles
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Indiana; Italy