NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917722
Record Type: Journal
Publication Date: 2011-Mar
Pages: 33
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0950-0693
Perceptions of the Nature and "Goodness" of Argument among College Students, Science Teachers, and Scientists
Abi-El-Mona, Issam; Abd-El-Khalick, Fouad
International Journal of Science Education, v33 n4 p573-605 Mar 2011
This study aimed to elucidate college freshmen science students, secondary science teachers, and scientists' perceptions of "scientific" argument; to compare participants' perceptions with Stephen Toulmin's analytical framework of argument; and to characterize the criteria that participants deployed when assessing the "quality" or "goodness" of arguments. Thirty students, teachers, and scientists--with 10 members in each group--participated in two semi-structured individual interviews. During the first interview, participants generated an argument in response to a socioscientific issue. In the second interview, each participant "evaluated" three arguments generated by a member from each participant group without being privy to the arguer's group membership. Interview transcripts were qualitatively analyzed. The findings point to both similarities and differences between participants' conceptions of argument and those based on Toulmin's analytical framework. Participants used an array of common and idiosyncratic criteria to judge the quality or goodness of argument. Finally, contrary to expectations, participants independently agreed that the "best" arguments were those generated by participant science teachers. (Contains 6 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A