The nature and development of hypothetico‐predictive argumentation with implications for science teaching

By Anton E. Lawson. 2003

205 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/efbc6da4262e2c5137f68f04f6ff81bcf2027777

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Indeed, Lawson (2003) proposed that “more advanced reasoning begins when individuals ask questions, not of others, but of themselves” (p. 1398).”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Recently, authors have argued for logic in key processes, such as deriving experimental predictions from theories (Lawson, 2003).”
What is the role of induction and deduction in reasoning and scientific inquiry (2005, background): “For example, Allchin (2003) paints scientific inquiry as ‘‘ . . . a combination of blind search and selection, and limited induction . . . ’’ whereas Lawson (2003a) counters that scientific inquiry is driven by cycles of hypothetico-deductive reasoning.”
Students' questions: a potential resource for teaching and learning science (2008, result): “However, such an argument would contradict the views of Lawson (2003) who has argued that hypothetico-predictive reasoning is related to formal thinking.”
A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups (2011, background): “Current research indicates that when students engage in these types of activities on a regular basis they can learn science content (Bell and Linn 2000; Zohar and Nemet 2002), develop complex reasoning and critical thinking skills ( Lawson 2003; Sadler 2004; Siegel 1995), understand how knowledge i”
Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation (2009, background): “Hypothetico‐deductive argumentation was indicated by ‘if … then’ statements (Lawson, 2003 ).”
The Nature and Development of Scientific Reasoning: A Synthetic View (2004, unknown): “Theory testing requires a similar HD reasoning pattern but is often complicated by the fact that theories typically include the postulation of nonperceptible entities, thus require an additional argument, sometimes called a theoretical rationale (Lawson, 2003a), or warrant (Toulmin, 1958; Toulman, R”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “…regarding the role of adequate content knowledge for the development of argumentation skills are mixed (Hogan & Maglienti, 2001; Koslowski, 1996; Lawson, 2003; Sadler & Zeidler, 2005), in the present study we included a comparison group which had access to the same information— through access…”
LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “von Aufschnaiter, Erduran, Osborne & Simon (2008) explored the connection betweenpriorachievementandargumentationandfoundthat“whenengaging in argumentation students draw on their prior experiences and knowledge; [and that] such an activity enables students to consolidate their existing knowledge and”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Indeed, Lawson (2003) has proposed that ‘more advanced reasoning begins when individuals ask questions’ (p. 1398).”