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| Autor/in | Mercier, Hugo |
|---|---|
| Titel | Making science education more natural - Some ideas from the argumentative theory of reasoning. |
| Quelle | In: Zeitschrift für pädagogische Psychologie, 30 (2016) 2-3, S. 151-153Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 1010-0652; 1664-2910 |
| DOI | 10.1024/1010-0652/a000177 |
| Schlagwörter | Denken; Lehren; Naturwissenschaftlicher Unterricht; Auseinandersetzung; Theorie |
| Abstract | Aims to provide a useful framework for understanding how reasoning works in an educational context, and in particular how to make the best use of the exchange of arguments. The argumentative theory of reasoning is assumed to be in a good position to explain benefits of the exchange of arguments for science education. It claims that the main function of reasoning is to argue: to produce arguments to convince others, and to evaluate others' arguments in order to be convinced when, and only when, warranted. This theory explains why solitary reasoning often leads to poor reasoning performance, while the social exchange of arguments often leads to good reasoning performance. It also suggests that the best way to learn how to reason well is to reason with others. Findings from current studies are integrated in this framework. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2017/2 |
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