By Sibel Erduran, María Pilar Jiménez-Aleixandre
Academic researchers are certain to see this as a well timed paintings. It brings jointly the paintings of major specialists in argumentation in technological know-how schooling. It provides examine combining theoretical and empirical views suitable for secondary technology school rooms. because the Nineties, argumentation stories have elevated at a fast velocity, from stray papers to a wealth of analysis exploring ever extra refined matters. it really is this undeniable fact that makes this quantity so the most important.
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Extra info for Argumentation in Science Education: Perspectives from Classroom-Based Research (Science & Technology Education Library)
No Credit Code 0: Item type: Process: Concept: Situation: Answers that agree or disagree without specifying the reasons, or provide reasons unrelated to the problem. 41). Unit 2: Change and conservation in phenomena involving chemical reactions They boil an egg in water for about 5 to 6 minute, let it cool and cut it carefully. They analyse the changes that happened and discuss: ● ● ● ● ● ● ● If they could get back the hard boiled egg to its initial condition by cooling it If the change occurred inside the egg is reversible or irreversible If the phenomenon of decoction is physical or chemical What properties of the egg have changed?
1996), provide a framework to analyze interactive arguments. They establish three goals the speaker must address in argumentation: (1) to identify the premises necessary to justify a claim, (2) to identify unwarranted claims in the partner’s argument in order to undermine them, and (3) to rebut or neutralize challenges that the partner advances against his or her argument. Involved in this is the ability to direct discourse with questions, critiques, and rebuttals, with the challenge of being able to lead the process of “competitively co-constructing an argument in the context of discourse,” that is, to be aware of which discourse strategies address their partner’s reasoning (Felton, 2004, p.
Histoire, théories et perspectives. Paris: Presses Universitaires de France. Pontecorvo, C. (1987). Discussing for reasoning: The role of argument in knowledge construction. In E. de Corte, H. Lodewiijks, R. Parmentier, & R. ), Learning and instruction: Vol. 1, European research in an international context (pp. 239–250). Oxford: Pergamon Press and Leuven University Press. Qualifications and Curriculum Authority (2007). How science works. uk. Russell, T. L. (1983). Analyzing arguments in science classroom discourse: Can teachers’ questions distort scientific authority?
Argumentation in Science Education: Perspectives from Classroom-Based Research (Science & Technology Education Library) by Sibel Erduran, María Pilar Jiménez-Aleixandre