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

Leah A Bricker, Philip Bell

Research output: Contribution to journalArticlepeer-review

167 Scopus citations

Abstract

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 Periodicals, Inc.

Original languageEnglish (US)
Pages (from-to)473-498
Number of pages26
JournalScience Education
Volume92
Issue number3
DOIs
StatePublished - May 1 2008

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

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