Argumentation in Science Education: An Overview

Jiménez‐Aleixandre, María Pilar; Erduran, Sibel

doi:10.1007/978-1-4020-6670-2_1

Cited by 302 publications

(186 citation statements)

References 39 publications

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“…premise-conclusion constellations -that can be distilled from the process (e.g. Berland and Mcneill 2010;Bricker and Bell 2008;Duschl and Osborne 2002;Jiménez-Aleixandre and Erduran 2007;Osborne et al 2004;Sampson and Clark 2008;Zohar and Nemet 2002). While this distinction is both necessary and in line with a distinction drawn in argumentation theory (O'Keefe 1977;van Eemeren and Grootendorst 2004;Walton and Godden 2007), it may also confuse or conflate two very different kinds of objects of study.…”

Section: Dialogic Argumentation As An Object Of Study: Two Kinds Of Pmentioning

confidence: 90%

Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

Nielsen

2011

Res Sci Educ

107

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This paper explores the challenges of using the Toulmin model to analyze students' dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features -i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students' argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand -even those studies that have employed non-dialectical frameworks such as the Toulmin model -have implicitly struggled to come to terms with the dialectical features of students' discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.

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Section: Dialogic Argumentation As An Object Of Study: Two Kinds Of Pmentioning

confidence: 90%

Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

Nielsen

2011

Res Sci Educ

107

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“…Este aspecto da argumentação tem se revelado um campo profícuo e de crescente interesse na área de Educação em Ciências (por exemplo, Manz & Renga, 2017;Monteira & Jiménez-Aleixandre, 2015;Osborne, Erduran & Simon, 2004;Ryu & Sandoval, 2012;Sasseron & Carvalho, 2014;Yun & Kim, 2015). O trabalho com evidências em sala de aula tem o potencial de auxiliar os alunos a construir um raciocínio mais próximo do pensamento científico (Jiménez-Aleixandre & Erduran 2008;Kuhn, 1993) e as crianças têm contato com elementos de certas práticas através das quais a comunidade científica constrói conhecimento (Kelly, 2014).…”

Section: Introductionunclassified

Aprendendo a Usar Evidências nos Anos Iniciais do Ensino Fundamental ao Longo do Tempo: um Estudo da Construção Discursiva de Formas de Responder Questões em Aulas de Ciências

Franco¹,

Munford²

2017

RBPEC

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Danusa Munford BrasilO uso evidências em aulas de ciências vem se consolidando como uma prática importante a ser desenvolvida desde o início do processo de escolarização. No presente estudo, investigamos como uma turma do 3° ano do Ensino Fundamental construiu discursivamente a prática de uso de evidências. Baseamo-nos na perspectiva da etnografia em educação, utilizando ferramentas teórico-metodológicas da Microetnografia e Etnografia Interacional. Caracterizamos "modos de fazer" relacionados ao uso de evidências com base no uso de recursos discursivos: palavras/expressões que foram enfatizadas pelos participantes ao longo de interações face a face, através de pistas contextuais da fala, como alterações na entonação/volume e momentos de pausa. Indicamos como esses modos de fazer se transformaram ao longo do tempo e como os participantes negociaram um modelo compartilhado na construção de respostas usando evidências. Discutimos também implicações metodológicas para a pesquisa em argumentação na área Educação em Ciências e para prática pedagógica.Palavras-chave: Uso de Evidências; Anos Iniciais do Ensino Fundamental; Etnografia em Educação, Argumentação, Ensino e aprendizagem de Ciências.The use of evidence in science lessons has been considered an important practice to be developed in science education. In this study, we investigate how 3 rd graders constructed discursively the practice of using evidence. The theoretical and methodological framework of the study was grounded in Microethnography and Interactional Etnography. We characterize "ways of doing" related to evidence use based on the use of discursive resources: words/expressions that were emphasized by the participants in face-to-face interactions, through contextual cues of speech, such as intonation/volume shifts and pausing moments. We indicate how these ways of doing have changed over time and

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“…There has been a growing interest in this aspect of argumentation in the field of science education (e.g., Manz & Renga, 2017;Monteira & Jiménez-Aleixandre, 2015;Osborne, Erduran & Simon, 2004;Ryu & Sandoval, 2012;Sasseron & Carvalho, 2014;Yun & Kim, 2015). Working with evidence in the classroom has the potential to help students to develop scientific thinking (Jiménez-Aleixandre & Erduran 2008;Kuhn, 1993), and children have opportunities to have contact with aspects of practices involved in the construction of scientific knowledge (Kelly, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Instead, they experience situation in which learning science involves not accepting ideas just because they are persuasive or because people with more power defend them. Thus, Franco & Munford another contribution of participating in these practices is that they emphasize aspects of education for citizenship in science teaching (Berland & Reiser, 2011;Jiménez-Aleixandre & Erduran, 2008).…”

Section: Introductionmentioning

confidence: 99%

Learning to Use Evidence in Elementary School Over Time: A Study of the Discursive Construction of Ways of Answering Questions in Science Lessons

Franco

Munford²

2017

RBPEC

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The use of evidence in science lessons has been considered an important practice to be developed in science education. In this study, we investigate how 3 rd graders constructed discursively the practice of using evidence. The theoretical and methodological framework of the study was grounded in Microethnography and Interactional Etnography. We characterize "ways of doing" related to evidence use based on the use of discursive resources: words/expressions that were emphasized by the participants in face-to-face interactions, through contextual cues of speech, such as intonation/volume shifts and pausing moments. We indicate how these ways of doing have changed over time and how participants negotiated a shared model in building answers using evidence. We also discuss methodological implications for research in Argumentation in science education and for classroom practice.

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Argumentation in Science Education: An Overview

Cited by 302 publications

References 39 publications

Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

Aprendendo a Usar Evidências nos Anos Iniciais do Ensino Fundamental ao Longo do Tempo: um Estudo da Construção Discursiva de Formas de Responder Questões em Aulas de Ciências

Learning to Use Evidence in Elementary School Over Time: A Study of the Discursive Construction of Ways of Answering Questions in Science Lessons

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