The place of argumentation in the pedagogy of school science

Volume: 21, Issue: 5, Pages: 553 - 576
Published: May 1, 1999
Abstract
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of...
Paper Details
Title
The place of argumentation in the pedagogy of school science
Published Date
May 1, 1999
Volume
21
Issue
5
Pages
553 - 576
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