argumentation discourse about education

Argumentation is a crucial tool for education, as it offers a space for: a) a pragmatic analysis of teacher-students, and peer-to-peer interactions (Lefstein, 2006); and b) an explicit relationship between critical thinking – as expressed both in oral and written discourse, as well as a disposition – and dialogue, as an authentic practice ...

This article examines a range of literature on argumentation in education published since 1990 and looks at four models of argumentation in depth. It begins by acknowledging that the field of argument studies and argumentation is now large and interdisciplinary.

Argumentative, collaborative dialogues and the argumentative structures of discourse have been shown to be extremely effective teaching strategies for improving students’ critical skills (Erduran, 2008) and addressing background knowledge, including misconceptions and the roots of deep disagreements (Andriessen et al., 2003, Asterhan and ...

Recent research shows that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students’ skills and capabilities with scientific reasoning.

Here, we survey in detail the place of argumentation in science education. Our benchmark is the range of epistemic processes relevant to citizens and consumers as they assess the reliability of scientific claims in personal and public decision making.

We begin the paper with a brief theoretical justification for why we consider argumentation to be of significance to science education. We then contextualize the use of Toulmin's Argument Pattern in the study of argumentation discourse and provide a justification for the methodological outcomes our approach generates.

In the present work, using a controlled experiment, we examined the role of communication media in argumentative discourse during collaborative argumentation when fully considering pre-service science teachers as important participants for argumentation research.

Our findings illustrate the value of foregrounding responsiveness to students' disciplinary thinking when offering guidance to teachers about when and how to support students in peer-based argumentative dialog.

Download a citation file in RIS format that can be imported by citation management software including EndNote, ProCite, RefWorks and Reference Manager. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education: Vol. 38, No. 1, pp. 39-72.

The objective of the present article is twofold. On the one hand, it aims to analyse the relationship between argumentation and education with a special emphasis on the difficulties that occur when defining and assessing argumentative skills.