Argumentation in Science Education [electronic resource] : Perspectives from Classroom-Based Research / by Sibel Erduran, María Pilar Jiménez-Aleixandre.
Erişim Adresi
ISBN
9781402066702
Dil Kodu
İngilizce
Yer Numarası
DK/12497
Yazar
Basım Bildirimi
1st ed. 2007.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2007.
Fiziksel Niteleme
XVIII, 296 p. online resource.
Dizi
Contemporary Trends and Issues in Science Education, 1878-0784
İçindekiler Notu
Argumentation Foundations -- Argumentation in Science Education: An Overview -- Cognitive Foundations of Learning Argumentation -- Methodological Foundations in the Study of Argumentation in Science Classrooms -- What Can Argumentation Tell Us About Epistemology? -- Research on Teaching and Learning Argumentation -- Designing Argumentation Learning Environments -- Social Aspects of Argumentation -- Analysis of Lines of Reasoning in Written Argumentation -- Quality Argumentation and Epistemic Criteria -- Argumentation in Context -- Argumentation in Science Education: An Overview -- The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care -- Technology-Enhanced Learning Environments to Support Students' Argumentation -- Science Teacher Education and Professional Development in Argumentation.
Özet, vb.
This book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book’s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK.
Konu
Science __ Study and teaching.
Social sciences.
Humanities.
Science Education.
Humanities and Social Sciences.
Social sciences.
Humanities.
Science Education.
Humanities and Social Sciences.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784
505 0 |aArgumentation Foundations -- Argumentation in Science Education: An Overview -- Cognitive Foundations of Learning Argumentation -- Methodological Foundations in the Study of Argumentation in Science Classrooms -- What Can Argumentation Tell Us About Epistemology? -- Research on Teaching and Learning Argumentation -- Designing Argumentation Learning Environments -- Social Aspects of Argumentation -- Analysis of Lines of Reasoning in Written Argumentation -- Quality Argumentation and Epistemic Criteria -- Argumentation in Context -- Argumentation in Science Education: An Overview -- The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care -- Technology-Enhanced Learning Environments to Support Students' Argumentation -- Science Teacher Education and Professional Development in Argumentation.
520 |aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book’s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK.
650 0|aScience|xStudy and teaching.
650 0|aSocial sciences.
650 0|aHumanities.
650 14|aScience Education.
650 24|aHumanities and Social Sciences.
700 1 |aJiménez-Aleixandre, María Pilar.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
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776 08|iPrinted edition:|z9789048115747
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024 7 |a10.1007/978-1-4020-6670-2|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/12497
100 1 |aErduran, Sibel.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aArgumentation in Science Education|h[electronic resource] :|bPerspectives from Classroom-Based Research /|cby Sibel Erduran, María Pilar Jiménez-Aleixandre.
250 |a1st ed. 2007.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2007.
300 |aXVIII, 296 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784
505 0 |aArgumentation Foundations -- Argumentation in Science Education: An Overview -- Cognitive Foundations of Learning Argumentation -- Methodological Foundations in the Study of Argumentation in Science Classrooms -- What Can Argumentation Tell Us About Epistemology? -- Research on Teaching and Learning Argumentation -- Designing Argumentation Learning Environments -- Social Aspects of Argumentation -- Analysis of Lines of Reasoning in Written Argumentation -- Quality Argumentation and Epistemic Criteria -- Argumentation in Context -- Argumentation in Science Education: An Overview -- The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care -- Technology-Enhanced Learning Environments to Support Students' Argumentation -- Science Teacher Education and Professional Development in Argumentation.
520 |aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book’s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK.
650 0|aScience|xStudy and teaching.
650 0|aSocial sciences.
650 0|aHumanities.
650 14|aScience Education.
650 24|aHumanities and Social Sciences.
700 1 |aJiménez-Aleixandre, María Pilar.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402066696
776 08|iPrinted edition:|z9789048115747
776 08|iPrinted edition:|z9789402413113
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784
856 40|uhttps://doi.org/10.1007/978-1-4020-6670-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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