Argumentation in Science Education
An Overview
Bibliographic Data
| ID | 23323967 |
|---|---|
| Authors | María Pilar Jiménez‐Aleixandre (0000-0002-2253-9651, Universidade de Santiago de Compostela), María Pilar Jiménez-Aleixandre, Sibel Erduran (0000-0001-5226-0136, University of Bristol) |
| Year | 2007 |
| Pages | 3-27 |
| Publication date | 2007-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | CHAPTER |
| Venue | Argumentation in Science Education (SOURCE_BOOK) |
| Publisher | Springer Netherlands (PUBLISHER • NL) |
| DOI | 10.1007/978-1-4020-6670-2_1 |
| OpenAlex | W1539947663 |
| ISBN | 9781402066702 |
| Language | EN |
| Citations received | 81 |
| References cited | 48 |
Argument (complex analysis) · Argumentation theory · Biology · Darwin (ADL) · Darwinism · Epistemology · Linguistics · Persuasion · Population · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Science Education and Pedagogy
Argumentation in science education as an evolving concept
Utilização de Desenho Animado como Contexto Gerador de Atividades para o Ensino de Ciências
Don't Be Nervous, Don't Be Flustered, Don't Be Scared. Be Prepared
A Framework for Guiding Future Citizens to Think Critically About Nature of Science and Socioscientific Issues
Ensino Por Investigação
Pratica argumentativa no ensino de geografia
Scientific habits of arguing minds
Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers
Pre-Service Teachers’ Analysis of Claims About Covid-19 in an Online Course
Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
Curriculum materials support teachers in the promotion of argumentation in science teaching
The influence of a web-based learning environment on low achievers’ science argumentation
Abordagem comunicativa, argumentação e objetivos didáticos
Assessment at the Intersection of Science and Literacy
Scientific discourse in three urban classrooms
Exploration of middle school students’ scientific epistemological beliefs and their engagement in argumentation
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Argument to Foster Scientific Literacy
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Civic argumentation in the economic domain
Examining Mathematics and Science Teacher Educators’ Experiences with Digital Simulations Designed to Support Pre-Service Teachers’ Facilitation of Argumentation-Focused Discussions
A Critical Religious Education Perspective on Argumentation in Science and Religious Education
Improving Science Teachers’ Argumentation Pedagogy through an e-Argumentation Integrated Professional Learning Community Model
Argumentation about Energy in Elementary School, from Evidence and from Models
Design principles for integrating science practices with conceptual understanding
Teaching and learning science as inquiry
Exploring differences in early academic self-efficacy
“Fake News” or Real Science? Critical Thinking to Assess Information on Covid-19
Reasoning on Controversial Science Issues in Science Education and Science Communication
Effect of argumentation-based instruction on student achievement
Interdependence of epistemic tool utilization within generative science classrooms
Harnessing generative AI and argumentation-driven learning for entrepreneurial competence development
An online scientific argumentation system to promote students’ learning performance, flow experience and learning satisfaction
Enhancing seventh-grade students’ academic achievement through epistemologically enriched argumentation instruction
Using the socioscientific issue approach to foster secondary students’ argumentation skills, science self-efficacy beliefs and science interest
Does self-regulated learning happen? Learning socio-scientific argumentation through self-Assessment strategies
How do pre-service science teachers evaluate the persuasiveness of a socioscientific argument
Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
Recalibrating the evolution versus creationism debate for student learning
Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components
Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
Epistemic operations performed by high school students in an argumentation and decision-making context
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
Improving the Argumentation Abilities of High School Students in China via the Toulmin Argumentation Pattern, Popper’s Falsificationism, and the Game of Eleusis
Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation
Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes
The Effect of Argumentation on Middle School Students’ Scientific Literacy as well as their Views, Attitudes and Knowledge About Socioscientific Issues
The Devil’s Advocate
A Professional Development Program to Improve Nosi Views and Lesson Plan Design Skills of Science Teachers Utilizing Argumentation-Driven Inquiry
The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry
Between Rationality and Self-protection
Addressing an Unfulfilled Expectation
Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment
Finding the place of argumentation in science education
Characterizing adaptive teaching expertise
Combining debates and reflective activities to develop students' argumentation on socioscientific issues
Material inquiry and transformation as prerequisite processes of scientific argumentation
Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Exploring new depths
Effect of socio-scientific issue-based argumentation on middle school students’ epistemological, and pseudo-scientific beliefs
Investigating the role of an inquiry-based science lab on students’ scientific literacy
Learning and thinking with STS cases
Student judges’ criteria for evaluating classmate pre-service chemistry teachers’ arguments developed in a remote simulated jury activity
The interaction of history and STEM learning goals in teacher-developed curriculum materials
Elementary Students’ Epistemic Understandings in Their Classroom Scientific Argumentation
Science Education in Three-Part Harmony
Trayectorias de desarrollo profesional docente para un uso pedagógico de la argumentación a partir del uso de soportes curriculares digitales
Multilingual disciplinary literacies
Common Core State Standards for ELA/Literacy and Next Generation Science Standards
Does Size Matter? Impact of Handling Diagrams Presenting Different Amounts of Data on Students' Arguments in Educational Lab Settings
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The Consensus Paradox
Como se constitui o discurso de professores iniciantes em sala de aula
Interdisciplinary Use of Argumentation among Religious Education and Philosophy Teachers-in-Training
Multimodal Teaching and Learning
Explaining Science
The Uses of Argument
The Skills of Argument
Learning to Teach Argumentation
Understanding students' practical epistemologies and their influence on learning through inquiry
TAPping into argumentation
Examining the literacy component of science literacy
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Explanation‐driven inquiry
Science as argument
The Development of Argument Skills
How literacy in its fundamental sense is central to scientific literacy
A Systematic Theory of Argumentation
Whose Science? Whose Knowledge?
Arguments about Arguments
How Students Argue Scientific Claims
Critical Discourse Analysis
An analysis of children's construction of new knowledge through their use of reasoning and arguing in classroom discussions
The rationality of science, critical thinking, and science education
Epistemological Diversity and Education Research
Special issue—Philosophy of Science Education
Supporting and Promoting Argumentation Discourse in Science Education
Students' reasoning about electricity
L'argumentation dans la langue
Situated Learning
Epistemic Cultures
| Unique citing works | 81 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 64 |