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

May 1st, 2008 | RESEARCH

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 argumentation forms and roles in conjunction with the learning of science.


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Team Members

Leah Bricker, Author, University of Washington
Philip Bell, Author, University of Washington


Publication: Science Education
Volume: 92
Number: 3
Page(s): 473

Related URLs

EBSCO Full Text


Audience: Educators | Teachers | Evaluators | General Public | Museum | ISE Professionals | Scientists
Discipline: Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | Public Programs