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| Autor/inn/en | Bricker, Leah A.; Bell, Philip |
|---|---|
| Titel | Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. |
| Quelle | In: Science education, 92 (2008) 3, S. 473-498Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Lernen; Unterricht; Argumentation; Naturwissenschaften |
| Abstract | Argumentation has become an increasingly recognized focus for science instruction---as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of argumentation and discuss the possible implications for the orchestration of science education; the goal being that the science education research community might consider a broader range of argumentation forms and roles in conjunction with the learning of science. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2010/4 |
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