Argument and conceptual engagement

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“…Based on this finding, we may conclude that the argumentations developed for basic physical concepts are more effective, compared to the activities and experiments performed in traditional ways, to increase students' levels of learning concepts. This conclusion complies with the findings of Kaya (2005) Dole and Sinatra (1998);and Nussbaum and Sinatra (2003). Conducted at different levels of primary, secondary, and higher education, these studies show that course content developed with argumentations increase students' levels of learning concepts more than traditional methods.…”

“…In his doctoral dissertation, Çelik (2010) argued that argumentations may result in similar cases of misconceptions. For conceptual change to be ensured, a convenient learning setting should be prepared in which new concepts can be compared with students' existing concepts, along with the formation of deep reflection, relevant argumentations and counter-argumentations (Dole and Sinatra, 1998;Nussbaum and Sinatra, 2003). The approach based on scientific argumentation may provide a teaching setting convenient for conceptual comprehension and conceptual change, but conceptual confusion may take place during the process, as well.…”

Individual Versus Group Argumentation: Student’s Performance in a Malaysian Context

“…This is so that students could develop their skills in scientific argumentation through an inquiry process; students would first study and present some data to their classmates, and the information presented is then criticized, debated and revised (Duschl & Osborne, 2002;Sandoval & Reiser, 2004;Zembal-Saul, 2009). Findings from current literature indicated that scientific argumentative activities can promote students' scientific literacy (Braaten & Windschitl, 2011;Cavagnetto, 2010;Driver, Newton, & Osborne, 2000;Duschl & Osborne, 2002;Sampson & Clark, 2011), nurture conceptual changes (Nussbaum & Sinatra, 2003;Nussbaum, 2011), and enhance their understanding of scientific concepts (Driver et al, 2000;Nussbaum, 2011;Sadler, 2004). Besides, scientific argumentation also fosters students' content knowledge (Zohar & Nemet, 2002), develops higher order thinking (Eskin & Berkiroglu, 2008), improves communication skills (Marttunen, 1994;Nussbaum, 2011), and enhances scientific reasoning (McNeil & Pimentel, 2010).…”

Escritura colaborativa de textos en quinto grado: Razonamiento y argumentación causal sobre un fenómeno físico

“…Visto que la comparación analógica facilita el cambio conceptual de un modelo mental erróneo (Gadgil, Nokes-Malach y Chi, 2012), la interacción en diálogos argumentativos produce nociones con mayor calidad y complejidad que cuando los elaboran en solitario (Kulatunga, Moog y Lewis, 2013), y mejora la comprensión conceptual (Buty y Plantin, 2008;Cavagnetto, Hand y Norton-Meier, 2009;Chin y Osborne, 2010;Erduran y Jiménez-Aleixandre, 2008;Garcia-Mila, Gilabert, Erduran y Felton, 2013;Gutiérrez y Correa, 2009;Nussbaum y Sinatra, 2003).…”