Argumentation in Science Education: Perspectives from Classroom-Based Research by Sibel ErduranArgumentation in Science Education: Perspectives from Classroom-Based Research by Sibel Erduran

Argumentation in Science Education: Perspectives from Classroom-Based Research

bySibel Erduran, María Pilar Jiménez-aleixan

Hardcover | December 14, 2007

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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.
Title:Argumentation in Science Education: Perspectives from Classroom-Based ResearchFormat:HardcoverDimensions:296 pages, 23.5 × 15.5 × 0.01 inPublished:December 14, 2007Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1402066694

ISBN - 13:9781402066696

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Table of Contents

Editors' Foreword Preface. A. Tiberghien Section I Argumentation Foundations Chapter 1. Argumentation in Science Education: An Overview. M Jimenez Aleixandre & S Erduran Chapter 2. Cognitive Foundations of Learning Argumentation. M. Garcia-Mila & C. Andersen Chapter 3. Methodological Foundations in the Study of Science Classroom Argumentation. S. Erduran Chapter 4. What can Argumentation tell us about Epistemology? W. Sandoval & K. Millwood. Section II Research on Teaching and Learning Argumentation Chapter 5. Designing Argumentation Learning Environments. M. Jimenez Aleixandre Chapter 6. Social Aspects of Argumentation. S. Kolst- & M. Ratcliffe Chapter 7. Analysis of Lines of Reasoning in Written Argumentation. G. Kelly, J. Regev & W. Prothero. Chapter 8. Quality of Argumentation and Epistemic Criteria. R Duschl Section III Argumentation in Context Chapter 9. Argumentation in Socio-scientific Contexts. L. Simonneaux Chapter 10. The Role of Moral Reasoning in Argumentation: Conscience, Characterand Care. D. Zeidler & T. Sadler Chapter 11. Role of Information Technology in Supporting Argumentation in theClassroom. D. Clark, M. Baker, A. Weinberger and M. Menekse Chapter 12. Science Teacher Education and Professional Development inArgumentation. A. Zohar

Editorial Reviews

From the reviews:"Argumentation in Science Education . is a comprehensive and authoritative handbook on 'school scientific argumentation' . . The book is principally aimed at researchers in didactics of science . . The book comprises theoretical, empirical, and practical approaches that have clear implications both for analyzing and for fostering argumentation processes in the science classrooms of all educational levels, including teacher education. . provides the readers with many powerful ideas that could eventually be inspected in subsequent investigations." (A. Adúriz-Bravo, Science & Education, September, 2010)