Broadening argumentation for science education

January 1, 2014 | Public Programs, Informal/Formal Connections

In order to broaden the conceptualizations of argument in science education, Bricker and Bell draw from diverse fields: the sociology of science, the learning sciences, and cognitive science to help practitioners think of new ways to bring argumentation into learning spaces while expanding what counts as scientific argument.

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Kerri Wingert

Author

University of Washington

Citation

Resource Type: Research Brief

Discipline: Education and learning science | Nature of science | Social science and psychology

Audience: Educators/Teachers | Museum/ISE Professionals

Environment Type: Public Programs | Informal/Formal Connections | K-12 Programs

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