Enhancing the quality of argumentation in school science

By Jonathan Osborne, S. Erduran, Shirley Simon. 2004

1,518 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1fae0c586f66a9f08fdc76b8bf38ff27a7a08dc4

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, background): “Thus, the analysis focuses on how evidence is generated and interpreted, processes that establish the basis for argumentation (Kuhn, 2002; Lehrer & Schauble, 2002; Osborne et al., 2004).”
Students’ perceptions of when conceptual development occurs during laboratory instruction (2007, background): “This involves creating opportunities for reflection (Tien et al., 2007), as well as argumentation (Driver, 1995; Osborne et al., 2004 ).”
Argument to Foster Scientific Literacy (2010, background): “Such orientations were evident in two major research efforts: the IDEAS project (Erduran et al., 2004; Osborne et al., 2004; Simon et al., 2006; TAbLE 2 Orientations guiding the structure of the argument interventions Group description Nature of activity Emphasis Science aspect n Immersion in…”
Making sense of argumentation and explanation (2009, background): “These design creating opportunities for persuasion by putting students’ ideas in opposition and facilitating their reconciliation (Hatano & Inagaki, 1991; Osborne et al., 2004).”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Osborne et al. (2004) claimed that the explicit argumentation instruction should be extended over a period of time as part of the science curriculum to achieve a significant improvement in students’ argumentation.”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, methodology): “Osborne et al. (2004a) support this proposition, stating that argumentation in scientific contexts requires the application of relevant scientific knowledge to enable participants to support and justify their arguments.”
Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, background): “Concerning our third hypothesis, we draw on research showing that science understanding places high demands on collaborative and communicative processes (e.g., Akerson et al., 2000; Osborne et al., 2004; van Boxtel et al., 2000).”
Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, methodology): “This task was originally developed by a teacher and used by Osborne, Erduran, and Simon (2004b) in the resource pack they produced for teacher professional development.”
LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “ Osborne et al., 2004; von Aufschnaiter et al., 2008).”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “The numerous studies on scientific explanation and argumentation have suggested that this ability does not come naturally to most individuals but rather is acquired through practice (Osborne et al., 2004).”