Lakatos’ Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio‐scientific Issues

Chang, Shu Nu; Chiu, Mei Hung

doi:10.1080/09500690701534582

Cited by 93 publications

(88 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Considering student thinking in terms of Lakatos' model of RP has also informed one analytical scheme for exploring students' arguments about socio-scientific issues (Chang & Chiu, 2008).…”

Section: Considering Learners As Lakatosian Scientistsmentioning

confidence: 99%

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

Taber

Tan

2010

International Journal of Science Education

View full text Add to dashboard Cite

Tan. The insidious nature of 'hard core' alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionisation energy.. AbstractThe present study contributes to the constructivist research programme (RP) into learning science by comparing patterns in responses from two groups of learnerssenior high schools students and pre-service teachers -in the same educational context (Singapore), to a diagnostic instrument relating to the topic of ionisation energies. This topic is currently included in the curriculum for 16-19 year-old students studying chemistry in Singapore (and elsewhere). The comparison shows that although (a) graduate pre-service teachers offered some types of incorrect responses less frequently than high school students; (b) they retained high levels of alternative conceptions commonly found among high school students; and -of particular note -(c) certain alternative conceptions were found to be more common among the graduates. This suggest the intuitive appeal of certain alternative conceptions is such that they can readily be reproduced down 'generations' of learners. The findings are explored in terms of a range of conceptual resources that have been developed within the constructivist RP. The analysis suggests that the curriculum sets out inappropriate target knowledge for senior high school students, given the nature of the subject matter and the prior learning of the students. It is also suggested that it may be fruitful to consider conceptual learning in terms analogous to the RP found in science, and that from this perspective certain insidious alternative conceptions can be understood as derived from commitments that are taken-for-granted and protected from explicit challenge by a protective belt of refutable auxiliary conceptions.

show abstract

“…Considering student thinking in terms of Lakatos' model of RP has also informed one analytical scheme for exploring students' arguments about socio-scientific issues (Chang & Chiu, 2008).…”

Section: Considering Learners As Lakatosian Scientistsmentioning

confidence: 99%

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

Taber

Tan

2010

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Oftentimes, they are controversial in nature but the topics have an added element of requiring a degree of moral reasoning or the evaluation of ethical concerns that are personally relevant in the process of arriving at decisions regarding possible resolution of those issues (Zeidler & Nichols, 2009;Chang & Chiu, 2008). These topics mirror issues found in modern society and connect to student lives through their environment, media, and personal interests.…”

Section: Using Argumentation In Socioscientific Discoursementioning

confidence: 99%

The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

Craig-Hare¹,

Ault²,

Rowland³

2017

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

show abstract

“…If the ground has no description, then it will be weak and thus will be given zero score to quantify the argument. The more the number of descriptions, elaborations/examples to support a claim, the stronger will be the ground and more score will be assigned to the argument (Chang and Chiu, 2008). Thus, the scheme presented by Osborne et al (2004) elaborated three components in an argument; claim, grounds and rebuttal which offers a simple way of assessing quality of argumentation.…”

Section: Structural Problems In Argumentationmentioning

confidence: 99%

“…Rebuttal is valued as it indicates higher order thinking skills (Chang & Chiu, 2008;Lin & Mintzes, 2010). As rebuttal in an argument becomes more prominent and clear, the quality of argument improves, for it helps in assessing the validity and strength of the claim .…”

Section: Structural Problems In Argumentationmentioning

confidence: 99%

“…According to Kuhn and Pease (2006), a quality argument should concentrate on counterargument and rebuttal. However, constructing a rebuttal is not easy and many studies have found that individuals struggled with constructing rebuttal even after repeated interventions Chang & Chiu, 2008;Simonneaux & Simonneaux, 2009;Lin & Mintzes, 2010;Topcu, Sadler, & Yilmaz-Tuzun, 2010;Ryu & Sandoval, 2012;Foong & Daniel, 2013). …”

Section: Structural Problems In Argumentationmentioning

confidence: 99%

See 1 more Smart Citation

A Critical Review of Scientific Argumentation in Science Education

Faize

Husain

Nisar

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The use of argumentation in science education is associated with many benefits. Some of these include developing critical skills, promoting spirit of enquiry, enhancing conceptual understanding and improving academic performance of students. However, there are also some issues and challenges while using argumentation in science classrooms. This research will discuss the strength of using scientific argumentation in science education. The findings from other such studies will also be critically reviewed to seek an in-depth understanding of the use of argumentation in teaching and associated challenges. The research would help in improving the use of argumentation in teaching and exploring solution to problems and challenges associated with this method.

show abstract

Lakatos’ Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio‐scientific Issues

Cited by 93 publications

References 30 publications

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

The Insidious Nature of ‘Hard‐Core’ Alternative Conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre‐service teachers’ thinking about ionisation energy

The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

A Critical Review of Scientific Argumentation in Science Education

Contact Info

Product

Resources

About