Summary:

This book brings together the work of leading experts in
argumentation in science education. It presents research combining
theoretical and empirical perspectives relevant for secondary science
classrooms. Since the 1990s, argumentation studies have increased at
a rapid pace, from stray papers to a wealth of research exploring
ever more sophisticated issues. This volume constitutes a unique
collection and covers fundamental issues in argumentation such as
cognitive, methodological and epistemological aspects;
classroom-based research in teaching and learning of argumentation in
science classrooms; and argumentation in context such as in
socio-scientific and moral contexts. The book’s underlying premise is
that argumentation is a significant aspect of scientific inquiry and
plays an important role in teaching and learning of science.
Argumentation also contributes to the agenda of informed citizenship
where students are encouraged and supported in evidence-based
reasoning in their everyday lives. "Arumentation appeared as a major
theme in science education research during the mid-1990s. Since that
time, researchers working on themes such as the nature of science in
science education, science education for citizenship, and language in
the science classroom have all addressed argumentation in their work.
This book brings together key lines of work and key scholars,
presenting a state-of-the-art review of argumentation in science
education." Professor John LeachThe University of Leeds, UK

Classification:

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Dewey Class: 507.12 -- Education, research, related topics

Book Details:

Physical Description: 6.4"x9.5"x1.0"; 1.3 lb; 294 pages
Edition Info: Hardcover; 2007-12-14

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