Argumentation in Science Education: Perspectives from Classroom-Based Research

By S. Erduran, M. Aleixandre. 2007

754 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3236a03ca8d5f83616e5d5b1631297786014729f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. V. Dawson
2. G. Venville
3. Hyunju Lee
4. Anindito Aditomo
5. D. Zeidler
6. E. Klieme
7. Sungwon Kim
8. Kyunghee Choi

Citations in the corpus

• Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “…justification, they often rely on multiple forms of evidence (e.g., personal experience and beliefs, empirical evidence, na€ıve conceptions of science), only some of which meet criteria for sound scientific arguments (Duschl, 2008; Erduran, Simon & Osborne, 2004; Sandoval & Millwood, 2008).”
• Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “The claim that understanding and engaging in scientific argumentation might lead students to comprehend the epistemological bases of scientific practice (Sandoval & Milwood, 2008; Simonneaux, 2008) also has theoretical basis.”
• Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “To better support teachers in scientific inquiry, there is a need to develop professional development workshops that more effectively support teachers in engaging in this complex practice (Akerson, Hanson, & Cullen, 2007; Akerson & Hanuscin, 2007; Zohar, 2008).”
• Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation (2016, background): “…ipt Theoretical Framework Argumentation in Science Education As one of eight practices emphasized in the NGSS, argumentation is social by nature (Jiménez-Aleixandre & Erduran, 2008) and fundamental to the discursive processes by which science knowledge is constructed and refined (Driver, N wton…”
• Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, background): “Such beliefs include, for instance, an understanding that scientific knowledge is subject to revision, and that knowledge is based on empirical evidence whose meaning is influenced by the models/theories which scientists employ (Duschl, 2007; Pluta, Chinn, & Duncan, 2011).”
• ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES (2014, unknown): “For instance, staging class discussions or debates has been widely accepted as an effective means of encouraging students to participate in classroom discourse (Driver, Newton & Osborne, 2000; Erduran & Jimenez-Aleixandre, 2008).”
• Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “Those whose focus is the role of argumentation in science education (Erduran & Jimenez-Aleixandre, 2007; Sampson & Clark, 2011), as well as those whose focus is argumentation more broadly (Asterhan & Schwarz, 2009; Goldberg, Schwarz, & Porat, 2011; Muller-Mirza, Perret-Clermont, Tartas, &…”
• Socioscientific issues: Theory and practice (2009, background): “We have made the argument elsewhere that moral education and its related forms of character education presupposes the formation of conscience (Zeidler & Sadler, 2008a).”