Perceptions of the Nature and "Goodness" of Argument among College Students, Science Teachers, and Scientists

Autor/inn/en	Abi-El-Mona, Issam; Abd-El-Khalick, Fouad
Titel	Perceptions of the Nature and "Goodness" of Argument among College Students, Science Teachers, and Scientists
Quelle	In: International Journal of Science Education, 33 (2011) 4, S.573-605 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Group Membership; College Freshmen; Science Teachers; Scientists; Science Education; Secondary Education; Interviews; Discourse Analysis; Persuasive Discourse; Qualitative Research; Feedback (Response) + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Studienanfänger; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Scientist; Wissenschaftler; Naturwissenschaftliche Bildung; Sekundarbereich; Interviewing; Interviewtechnik; Diskursanalyse; Persuasion; Persuasive Kommunikation; Qualitative Forschung
Abstract	This study aimed to elucidate college freshmen science students, secondary science teachers, and scientists' perceptions of "scientific" argument; to compare participants' perceptions with Stephen Toulmin's analytical framework of argument; and to characterize the criteria that participants deployed when assessing the "quality" or "goodness" of arguments. Thirty students, teachers, and scientists--with 10 members in each group--participated in two semi-structured individual interviews. During the first interview, participants generated an argument in response to a socioscientific issue. In the second interview, each participant "evaluated" three arguments generated by a member from each participant group without being privy to the arguer's group membership. Interview transcripts were qualitatively analyzed. The findings point to both similarities and differences between participants' conceptions of argument and those based on Toulmin's analytical framework. Participants used an array of common and idiosyncratic criteria to judge the quality or goodness of argument. Finally, contrary to expectations, participants independently agreed that the "best" arguments were those generated by participant science teachers. (Contains 6 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10