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Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education

May 1, 2008 | Public Programs, Informal/Formal Connections
Argumentation has become an increasingly recognized focus for science instruction---as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of argumentation and discuss the possible implications for the orchestration of science education; the goal being that the science education research community might consider a broader range of argumentation forms and roles in conjunction with the learning of science.

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    Author
    University of Washington
  • Bell March2016 headshot
    Author
    University of Washington
  • Citation

    :
    Publication Name: Science Education
    Volume: 92
    Number: 3
    Page Number: 473
    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM
    Audience: General Public | Educators/Teachers | Museum/ISE Professionals | Scientists | Evaluators
    Environment Type: Public Programs | Informal/Formal Connections

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