Learning to Teach Argumentation: Research and development in the science classroom

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“…The students in DA worked as a group and interacted together across all the groups. For argumentation to take place, students need to be able to work in groups, listen to each other and articulate their ideas (Simon, Erduran, & Osborne, 2006). For students to be proficient in science, there is a need for the teacher to engage them in scientific argumentation as part of the teaching and learning (Sampson & Schleigh, 2013).…”

Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences

“…One of the reasons why argumentation is becoming popular among science educators is that that there is an intense effort by science educators to help students develop an adequate understanding of cognitive and sociocultural practices of the scientific community (Kuhn, 2010;Sampson, 2009;Sampson & Blanchard, 2012;Simon et al, 2006). Another reason why science educators place an increasing emphasis on the use of argumentation in science classrooms is that current literature on students' learning highlights the role of both cognitive and social activities in the process of knowledge construction (Bransford, Brown & Cocking, 2000).…”

“…Argumentation refers to the process of proposing, supporting, criticizing, evaluating, and competing ideas using evidence, critical thinking and rationality (Kuhn, 1993). Proponents of argumentation maintain that argumentation based instruction is effective in promoting students' understanding of the nature of science (Sandoval & Millwood, 2005;Simon et al, 2006) and their conceptual understanding of core scientific ideas (Duschl & Osborne, 2002;Erduran & Jimenez-Aleixandre, 2008;Jimenez-Aleixandre, Rodriguez, & Duschl, 2000;Sampson & Clark, 2008;von Aufschnaiter, Erduran, Osborne & Simon, 2008;Zohar & Nemet, 2002). These scholars maintain that © 2013 iSER, Eurasia J.…”

“…If we want our students to develop evidence -based scientific explanations we need to help their teachers to develop pedagogical knowledge, self-efficacy and motivation to teach science through argumentation. Second, most recent studies show that teachers do not understand the epistemological foundations of argumentation and that they have limited pedagogical knowledge and skills in designing learning activities to support their students' effective engagement with argumentation (Duschl & Osborne, 2002;Knight & McNeill, 2011;Kuhn, 2010;Sampson, 2009;Sampson & Blanchard, 2012;Simon et al, 2006).…”

“…As a result, research on argumentation in science education has intensified exponentially within the last decade (Bricker & Bell, 2008;Duschl & Osborne, 2002;Erduran & Jimenez-Aleixandre, 2008;Kelly & Chen, 1999;Sandoval & Millwood, 2008;2005;Sampson & Clark, 2008;Simon, Erduran & Osborne, 2006;Zohar & Nemet, 2002). Argumentation refers to the process of proposing, supporting, criticizing, evaluating, and competing ideas using evidence, critical thinking and rationality (Kuhn, 1993).…”