Titlebook: Argumentation in Science Education; Perspectives from Cl Sibel Erduran,María Pilar Jiménez-Aleixandre Book 2007 Springer Science+Business M

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Cognitive Foundations of Learning Argumentationof these aspects in the fourth and fifth sections. Finally, the last section addresses what the literature says about scaffolding argumentation. In other words, we will try to answer the questions science educators may pose in order to deal with argumentation in their science classes: What are the m

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Analysis of Lines of Reasoning in Written Argumentationt al., 2003). This ability includes understanding the relationships among questions, data, and claims, as well as how these relationships can be organized to formulate evidence for a given task and audience (Wallace et al., 2004). While the use of evidence in reasoning is a noted goal of scientific

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初次登臺(tái)

Donald L. Ballantyne,John Marquis Conversegn principles are related to the goal of promoting argumentation in the science classroom? Are they the same as design principles for constructivist learning environments? How can research explore these features of learning environments supporting argumentation?

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978-94-024-1311-3Springer Science+Business Media B.V. 2007