Results 271 to 280 of about 136,763,171 (336)

Organising a culture of argumentation in elementary science

International Journal of Science Education, 2019
Most of the research on argumentation in science education has documented the myriad flaws in students’ argumentation, and the difficulties teachers have organising productive arguments in the classroom.
W. Sandoval, Noel Enyedy, Elizabeth J. K. H. Redman, Si-Han Xiao   +3 more
semanticscholar   +1 more source

Argumentation in Science Education

, 2007
M. Jiménez-Aleixandre, S. Erduran
semanticscholar   +2 more sources

Using formative assessment to promote argumentation in a university bilingual science course

International Journal of Science Education, 2018
Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education.
P. A. Archila, Jorge Molina, Anne-Marie Truscott de Mejía   +2 more
semanticscholar   +1 more source

History of Science and Argumentation in Science Education

, 2011
These instructions are intended to provide guidance to authors. Although national variations are significant, there appears to be a general trend in most national and international curricula to stress Nature of Science (NOS) elements increasingly in science education as well as to incorporate more and more consciously Critical Thinking (CT) skills, and
G. Zemplén
semanticscholar   +2 more sources

Argumentation in Science Education Research: Perspectives from Europe

, 2012
Argumentation studies in science education are relatively young. It can be said that classroom-based research in scientific argumentation began in the 1990s. The first batch of studies focused on exploring whether science classroom environments favoured argumentation, an exploration with negative outcomes (e.g., Driver, Newton & Osborne, 2000), as well
S. Erduran, Jm Jimenez-Aleixandre
semanticscholar   +2 more sources

Arguments, Cognition, and Science

2020
Our reasoning evolved not for finding the truth, but for social bonding and convincing. The best logical methods humans have created provide no path to truth, unless something is assumed as true from the start. Other than that, we only have methods for attempting to measure uncertainty.
openaire   +1 more source

Argumentation and the Learning of Science

2007
Within the last years a consensus about the importance of argumentation in school science has developed. Students should not only be able to follow and judge scientific debates in public, it is also assumed that argumentation contributes directly to science learning.
Claudia von Aufschnaiter, Sibel Erduran, Jonathan Osborne, Shirley Simon   +3 more
openaire   +1 more source

Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction

Research in Science Education, 2019
This study is aimed at examining science teachers’ views of argument in scientific inquiry and argument-based science instruction. Questionnaires were collected from 53 middle and high school science teachers in the metropolitan area of the Republic of Korea.
Aeran Choi, Elsun Seung, DaEun Kim
openaire   +1 more source

Argumentation and the Science Standards

2006
National science standards emphasize students’ involvement in inquiry using reasoning skills and argumentation with peers of the results of ongoing investigations. How do students develop the skills necessary to ask questions, gather and analyze evidence, and argue their interpretations of the evidence with their peers?
openaire   +1 more source

Argumentation in the Teaching of Science

2011
Argumentation is a fundamental discourse of science, a part of the practice of science for evaluating, refining and establishing new theories. It is therefore considered a core element of the scientific enterprise, one which can engage students in the social practices of science.
Maria Evagorou, Justin Dillon
openaire   +1 more source