Commentary: Fostering Students' Argumentation Skills in Geoscience Education

Autor/in	Trend, Roger
Titel	Commentary: Fostering Students' Argumentation Skills in Geoscience Education
Quelle	In: Journal of Geoscience Education, 57 (2009) 4, S.224-232 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Persuasive Discourse; Thinking Skills; Skill Development; Science Process Skills; Geology; Earth Science; Science and Society; Science Instruction; Teaching Methods; Epistemology; Foreign Countries; Student Interests; Student Motivation; Prior Learning; United Kingdom + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Historische Geologie; Earth sciences; Geowissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ausland; Studieninteresse; Schulische Motivation; Vorkenntnisse; Großbritannien
Abstract	This paper considers opportunities for teachers to use an argumentation pedagogy in order to develop students' geoscience thinking skills. Educational argumentation principles and procedures are outlined. Argumentation can foster both student and teacher motivation and interest in the context of accessible and well-structured geoscience content. Geoscience lends itself to an argumentation approach because of its physical and intellectual accessibility, its concern with "socio-scientific" ideas, its operation on scales readily understood by children and its regular occurrence in mass media reports. Students need to learn how to construct an argument, supported by evidence, and to learn from counterarguments. Argumentation involves both cognitive and affective skills of both teachers and students. It can be used to help children understand not merely the socio-cultural aspects of science but also basic science concepts and processes. A geosciences argumentation pedagogy is exemplified using coastal evolution: argumentation procedures and protocols are illustrated and explained. Four other potential opportunities in geoscience education are summarised in tabular form. The paper concludes by emphasising the critical role of epistemological understanding: it cannot be ignored. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01