An Investigation into Secondary Teachers' Views of Argumentation in Science and Religious Education

Autor/inn/en	Guilfoyle, Liam; Erduran, Sibel; Park, Wonyong
Titel	An Investigation into Secondary Teachers' Views of Argumentation in Science and Religious Education
Quelle	In: Journal of Beliefs & Values, 42 (2021) 2, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guilfoyle, Liam) ORCID (Erduran, Sibel) ORCID (Park, Wonyong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2020.1805925
Schlagwörter	Secondary School Teachers; Teacher Attitudes; Moral Values; Religious Factors; Science Education; Decision Making; Persuasive Discourse; Teaching Methods; Standards; Controversial Issues (Course Content); Teacher Surveys; Religious Education; Outcomes of Education; Evidence; Faculty Development; Trend Analysis; Educational Policy; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Moral value; Ethischer Wert; Naturwissenschaftliche Bildung; Decision-making; Entscheidungsfindung; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Controversial issues; Kontroverse; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lernleistung; Schulerfolg; Evidenz; Trendanalyse; Politics of education; Bildungspolitik; Ausland
Abstract	Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of justification of knowledge claims with evidence and reasons is often referred to as 'argumentation'. Curricula of school subjects such as science and religious education (RE) include references to argumentation, and teachers are expected to teach to these standards. Yet, there is often limited opportunity for teachers of conventionally disparate subjects to express their understanding of how argumentation is broadly conceptualised in their own subject and in relation to other school subjects. This paper reports a study investigating how science and RE teachers view the nature of argumentation. The data were drawn from 16 science and 17 RE teachers' survey responses. The findings illustrate how teachers describe both the distinguishing features (e.g. forms of evidence acceptable for substantiating a claim) and similarities (e.g. structures and processes of argument construction) of argumentation in science and RE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01