2010
DOI: 10.1126/science.1183944
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Abstract: Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, 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. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to… Show more

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Cited by 640 publications
(459 citation statements)
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“…This is because discourse with peers allows learners to progress in the resolution of misconceptions (Kulatunga et al, 2013). This dialogical process is analogous to the professional practice of debating new ideas and explanations among practicing scientists (Osborne, 2010). In addition, peer discussions during complex problem solving both inside and outside of class provide important practice in the collegiality and teamwork needed in professional environments.…”
Section: Transferable Skills Developmentmentioning
confidence: 99%
“…This is because discourse with peers allows learners to progress in the resolution of misconceptions (Kulatunga et al, 2013). This dialogical process is analogous to the professional practice of debating new ideas and explanations among practicing scientists (Osborne, 2010). In addition, peer discussions during complex problem solving both inside and outside of class provide important practice in the collegiality and teamwork needed in professional environments.…”
Section: Transferable Skills Developmentmentioning
confidence: 99%
“…establishing that constructing, critiquing, and refining evidence-based arguments are not only central practices demonstrated by scientists (Allchin, 2012;Latour, 1999;Latour & Woolgar, 1986), but also practices central to learning science effectively (Osborne, 2010). Indeed, the National Research Council (NRC, 2012) identified engaging in argument from evidence as one of the eight essential scientific practices that students should experience in K-12 science education.…”
mentioning
confidence: 99%
“…3C) [1, 8-11]. The story of the ribosomal peptidyl transferase mechanism illustrates the role that scientific discourse and argumentation play in steering scientific understanding toward a consensus [5][6][7]. Through the classroom discussion of this story, students are challenged to comprehend complex scientific journal articles, to identify the evidence and assumptions, and to question published scientific findings (Supporting Information).…”
Section: Resultsmentioning
confidence: 99%
“…Argumentation and active discourse are two integral parts of scientific investigation that are often overlooked in undergraduate scientific education, but a growing area of study on scientific education shows that students learn better through critical, collaborative discourse [5]. These studies emphasize the need for students to practice identifying scientific claims, reasons, evidence, and counterarguments, and that this practice can be accomplished by helping students see how that knowledge came to be accepted [5,6].…”
Section: Importancementioning
confidence: 99%
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