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EXAMINATION OF STUDENTS' INVOLVEMENT WITH SCIENTIFIC ARGUMENTATION
, 2012 The purposes of this study were to examine students' involvement with scientific argumentation and to find out how their participation changed as they spent more time in arguing. Case study design with qualitative methods was guided to the research. The participants of the study were 13 senior pre-service physics teachers, four of whom were females ...
Hakyolu, Hanife, Bekiroğlu, Feral
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Argumentation in scientific discourse
Abstract This pilot study investigated scientific argumentation from a pragma-dialectical methodological approach with the aim of characterizing possible prototypical argumentative patterns by reconstructing argumentation structures, and identifying and analyzing the standpoints ...
Roncoroni, Tiziana
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Malaysian Students' Scientific Argumentation: Do groups perform better than individuals?
International Journal of Science Education, 2015 The practices of argumentation have recently been upheld as an important need to develop students' understanding of scientific concepts. However, the present education system in Malaysia is still largely examination-based and teacher-oriented. Thus, this
Johari Surif, Cher Hau Seng
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Framing for scientific argumentation
Journal of Research in Science Teaching, 2011AbstractIn recent years, research on students' scientific argumentation has progressed to a recognition of nascent resources: Students can and do argue when they experience the need and possibility of persuading others who may hold competing views. Our purpose in this article is to contribute to this progress by applying the perspective of framing to ...
Leema K. Berland, David Hammer
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On Reichenbach’s argument for scientific realism
Synthese, 2009The aim of this paper is to articulate, discuss in detail and criticise Reichenbach’s sophisticated and complex argument for scientific realism. Reichenbach’s argument has two parts. The first part aims to show how there can be reasonable belief in unobservable entities, though the truth of claims about them is not given directly in experience.
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Analogy in Scientific Argumentation
Technical Communication Quarterly, 2008Analogical reasoning has long been an important tool in the production of scientific knowledge, yet many scientists remain hesitant to fully endorse (or even admit) its use. As the teachers of scientific and technical writers, we have an opportunity and responsibility to teach them to use analogy without their writing becoming “overly inductive,” as ...
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What a (scientific) argument is not
Science, 2016Education Engaging in arguments based on evidence is a practice found in STEM (science, technology, engineering, and mathematics) education frameworks. Are students being taught to argue evidence in the same way that professional scientists do? MacPherson interviewed 10 ecologists about arguments both current and ongoing in their field. These data were
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The ultimate argument for scientific realism
1988Realism and relativism stand opposed. This much is apparent if we consider no more than the realist aim for science. The aim of science, realists tell us, is to have true theories about the world, where ‘true’ is understood in the classical correspondence sense.
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