Scientific Argumentation and Deliberative Democracy

An Incompatible Mix in School Science

Dados Bibliográficos

ID4255671
AutoresSibel Erduran (0000-0001-5226-0136), Ebru Kaya (0000-0001-8439-2395)
Ano2016
Volume55
Fascículo4
Páginas302-310
Data de publicação2016-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2016.1208067
OpenAlexW2502079561
IdiomaEN
Citações recebidas3
Referências citadas21

The article investigates how deliberative democracy is related to argumentation in school science. We use examples of political models of deliberative democracy to synthesize implications for argumentation in science teaching and learning. Some key questions guided our approach: How does democratic deliberation work and how does it relate to scientific argumentation? How might the principles and practices of deliberative democracy be used to facilitate scientific argumentation in science lessons? Are democratic values consistent or in conflict with scientific practices that demand an emphasis on particular evidence and justifications? To address these questions, we present practical pedagogical examples that illustrate the overlap and the tensions in argumentation in relation to deliberative democracy in the scientific context

Argumentation theory · Context (archaeology · Deliberation · Deliberative democracy · Democracy · Engineering ethics · Epistemology · Pedagogy · Political science · Politics · Science education · Sociology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Innovative Teaching and Learning Methods · Law · Philosophy