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Argumentation in Science Education Perspectives from Classroom Based Research Science and Technology Education Library 1st Edition by Sibel Erduran, María Pilar Jiménez Aleixandre 9402413111 978-9402413113

  • SKU: BELL-2203510
Argumentation in Science Education Perspectives from Classroom Based Research Science and Technology Education Library 1st Edition by Sibel Erduran, María Pilar Jiménez Aleixandre 9402413111 978-9402413113
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Argumentation in Science Education Perspectives from Classroom Based Research Science and Technology Education Library 1st Edition by Sibel Erduran, María Pilar Jiménez Aleixandre 9402413111 978-9402413113 instant download after payment.

Publisher: Springer
File Extension: PDF
File size: 1.77 MB
Pages: 292
Author: Sibel Erduran, María Pilar Jiménez-Aleixandre
ISBN: 1402066694
Language: English
Year: 2007
Edition: 1

Product desciption

Argumentation in Science Education Perspectives from Classroom Based Research Science and Technology Education Library 1st Edition by Sibel Erduran, María Pilar Jiménez Aleixandre 9402413111 978-9402413113 by Sibel Erduran, María Pilar Jiménez-aleixandre 1402066694 instant download after payment.

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Product details:

ISBN 10: 9402413111

ISBN 13: 978-9402413113

Author: Sibel Erduran, María Pilar Jiménez Aleixandre

Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl’s doctoral seminar that we were both attending, Marilar Jiménez-Aleixandre as a visiting scholar at Vanderbilt University. Jiménez-Aleixandre and Duschl were designing authentic problems in genetics for the University of Santiago de Compostela-based RODA project aimed at engaging high school students in argumentation. Erduran and Duschl had been working on Project SEPIA extending their work in Pittsburgh schools to the design of curricula that support epistemological aspects of scientific inquiry including argumentation. In that spring we attended a NARST s- sion in St Louis, where Gregory Kelly, Steven Druker and Catherine Chen presented a paper about argumentation. As a consequence, a symposium about argumentation was organised (possibly the first of its kind) at the 1997 NARST meeting in Chicago, including papers from Kelly and colleagues and from Jiménez-Aleixandre, Bugallo and Duschl. The symposium was attended, among others, by Rosalind Driver, who had just submitted an application for funding of an argumentation project based at King’s College London, a project Erduran would incidentally work on after Driver’s untimely death. From this time frame in the 1990s to the present day, argumentation studies in science education have increased at a rapid pace, from stray papers for which we were unable to find an appropriate strand in a conference, to a wealth of research base exploring ever more sophisticated issues.

Table of contents:

Chapter 1: Argumentation in Science Education: An Overview

Chapter 2: Cognitive Foundations of Learning Argumentation

Chapter 3: Methodological Foundations in the Study of Argumentation in Science Classrooms

Chapter 4: What Can Argumentation Tell Us About Epistemology?

Chapter 5: Designing Argumentation Learning Environments

Chapter 6: Social Aspects of Argumentation

Chapter 7: Analysis of Lines of Reasoning in Written Argumentation

Chapter 8: Quality Argumentation and Epistemic Criteria

Chapter 9: Argumentation in Science Education: An Overview

Chapter 10: The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care

Chapter 11: Technology-Enhanced Learning Environments to Support Students' Argumentation

Chapter 12: Science Teacher Education and Professional Development in Argumentation

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Tags: Sibel Erduran, María Pilar Jiménez Aleixandre, Argumentation, Classroom

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