Science as argument: Implications for teaching and learning scientific thinking

Kuhn, Deanna

doi:10.1002/sce.3730770306

Cited by 706 publications

(555 citation statements)

References 22 publications

(12 reference statements)

Supporting

Mentioning

370

Contrasting

Unclassified

151

Order By: Relevance

“…Engaging in oral argumentation presented some difficulties for Rachel and Sarah who expressed a lack of confidence in their scientific knowledge compared to other members of the class. Similar to previous studies (e.g., Kuhn, 1993) these findings suggest that a perceived lack of scientific content knowledge may hinder participants' engagement in argumentation tasks. Another possible explanation for a lack of engagement in oral argumentation has been suggested by Nussbaum et al (2002) who reported that learners often resist criticizing or challenging each other's ideas, and tend to avoid engaging in argumentation.…”

Section: Contextual Factorssupporting

confidence: 88%

“…These findings suggest that the non-inclusion of epistemological probes hindered participants' abilities to apply their NOS views to their reasoning during the argumentation scenarios. This failure to consider, test and evaluate possible alternatives, limits participants' abilities to engage in the argumentative nature of the task, and has been reported previous studies (e.g., Bell & Linn, 2000;Kuhn, 1991Kuhn, , 1993.…”

Section: Task-specific Factorsmentioning

confidence: 82%

See 1 more Smart Citation

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

McDonald

2010

J Res Sci Teach

149

View full text Add to dashboard Cite

There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio-and video-taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the

show abstract

Section: Contextual Factorssupporting

confidence: 88%

Section: Task-specific Factorsmentioning

confidence: 82%

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

McDonald

2010

J Res Sci Teach

149

View full text Add to dashboard Cite

show abstract

“…Our observations are consistent with those of other researchers (Carey & Smith, 1989;Windschitl, 2004). Similarly, the students' brainstorming typiÞes how they are able to engage in scientiÞc inquiry without following prescribed steps of a scientiÞc method (Hammer et al, 2005;Kuhn, 1993). We also chose this episode, however, for an unusual feature: The two activities occur in the same class period.…”

Section: Participant and Case Selectionsupporting

confidence: 87%

The scientific method and scientific inquiry: Tensions in teaching and learning

et al. 2009

View full text Add to dashboard Cite

Typically, the scientiÞc method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientiÞc method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which students Þrst reviewed a typical version of the scientiÞc method, then brainstormed about which sites on school grounds could be good earthworm habitats and how to test their ideas. Our discourse analysis explores the dynamics between the "steps" of the scientiÞc method and students' engagement in more authentic scientiÞc inquiry. We argue that focusing on the scientiÞc method as discrete steps can distract students from their ongoing, productive

show abstract

“…Sadler cites research that suggests conceptual understanding of content improved informal reasoning on SSI, but more work in this area is needed. Kuhn (1993) further points out that SSI will necessarily entail the use of informal reasoning inasmuch as they are complex, open ended, and often consist of contentious problems without predetermined solutions. Informal reasoning is compatible with the kinds of dilemmas that face students confronted with real-world issues in that the issues at-hand are more times than not, dynamic (i.e., premises may change as new information and perspectives arise).…”

Section: Thematic Areas Of Recent Research Connected To Ssimentioning

confidence: 99%

Beyond STS: A research-based framework for socioscientific issues education

et al. 2005

View full text Add to dashboard Cite

An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education.

show abstract

Science as argument: Implications for teaching and learning scientific thinking

Cited by 706 publications

References 22 publications

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

The scientific method and scientific inquiry: Tensions in teaching and learning

Beyond STS: A research-based framework for socioscientific issues education

Contact Info

Product

Resources

About