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ERIC Number: EJ972823
Record Type: Journal
Publication Date: 2012
Pages: 39
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0737-0008
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning
Ford, Michael J.
Cognition and Instruction, v30 n3 p207-245 2012
This article identifies aspects of argumentation in scientific practice that are key for scientific sense-making and articulates how engagement in these aspects happens both inter-mentally (between people) and intra-mentally (an individual's reasoning). Institutionally, peer review exerts critique on new knowledge claims in science and is comprised by a search for errors, which can be expressed as generation and evaluation of alternative possibilities that contrast with the new knowledge claim. Critique influences construction of claims, and this interplay motivates progress in sense-making. A classroom experiment is presented in which a high school physics class simulated the social interactions between authors and reviewers. These students' subsequent ability to engage in various forms of sense-making is contrasted with a control class that did the same activity but without simulating the relevant social interactions. The results suggest important support for a principled, practice-based way to simulate scientific discourse in classrooms to support sense-making. (Contains 1 table, 5 figures and 4 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania