Development of argumentative knowledge in science education
Science educators have been exploring the use of scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge building and promoting science literacy among students. They found that language, discursive practice, social interactions and culture in...
| Main Author: | |
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| Format: | Book Chapter |
| Published: |
Springer Netherlands
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/47107 |
| _version_ | 1848757743512453120 |
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| author | Khine, Myint Swe |
| author_facet | Khine, Myint Swe |
| author_sort | Khine, Myint Swe |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Science educators have been exploring the use of scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge building and promoting science literacy among students. They found that language, discursive practice, social interactions and culture in the classroom play important roles. The chapters in this book by prominent scholars in the field of science education inform the readers about the theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based experiments, and design-based research. In this concluding chapter, some salient features of the chapters are highlighted and synthesize the ideas put forward by the respective contributors. The chapter also addresses the challenges faced by the science educators and explores the future directions of scientific argumentation and its role in science education. |
| first_indexed | 2025-11-14T09:32:57Z |
| format | Book Chapter |
| id | curtin-20.500.11937-47107 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:32:57Z |
| publishDate | 2012 |
| publisher | Springer Netherlands |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-471072017-09-13T14:28:07Z Development of argumentative knowledge in science education Khine, Myint Swe Science educators have been exploring the use of scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge building and promoting science literacy among students. They found that language, discursive practice, social interactions and culture in the classroom play important roles. The chapters in this book by prominent scholars in the field of science education inform the readers about the theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based experiments, and design-based research. In this concluding chapter, some salient features of the chapters are highlighted and synthesize the ideas put forward by the respective contributors. The chapter also addresses the challenges faced by the science educators and explores the future directions of scientific argumentation and its role in science education. 2012 Book Chapter http://hdl.handle.net/20.500.11937/47107 10.1007/978-94-007-2470-9_14 Springer Netherlands restricted |
| spellingShingle | Khine, Myint Swe Development of argumentative knowledge in science education |
| title | Development of argumentative knowledge in science education |
| title_full | Development of argumentative knowledge in science education |
| title_fullStr | Development of argumentative knowledge in science education |
| title_full_unstemmed | Development of argumentative knowledge in science education |
| title_short | Development of argumentative knowledge in science education |
| title_sort | development of argumentative knowledge in science education |
| url | http://hdl.handle.net/20.500.11937/47107 |