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Abstract: In this paper, we argue that there is an emergent confusion in the literature in the use of the terms “argument'' and “explanation.” Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of clarity of fundamental concepts is problematic for a field. First, a lack of common conception hinders effective communication and, second, it makes defining the nat… Show more

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Cited by 227 publications
(167 citation statements)
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References 40 publications
(39 reference statements)
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“…Estudos e pesquisas sobre argumentação no ensino de ciências vêm crescendo expressivamente e essa preocupação premente ocasionou importantes contribuições para a área de pesquisa e atualmente é possível encontrar trabalhos que ajudam a entender aspectos essenciais relacionados ao tema, como, por exemplo, formas de instaurar situações argumentativas em sala de aula (Leitão, 2011), como mediar a construção de argumentos pelos alunos (Simon et al, 2006) e, até mesmo, o que vem a ser a argumentação e quais são os produtos gerados em aulas que favorecem o seu surgimento (Berland & Reiser, 2009;Osborne& Patterson, 2011).…”
Section: Introductionunclassified
“…Estudos e pesquisas sobre argumentação no ensino de ciências vêm crescendo expressivamente e essa preocupação premente ocasionou importantes contribuições para a área de pesquisa e atualmente é possível encontrar trabalhos que ajudam a entender aspectos essenciais relacionados ao tema, como, por exemplo, formas de instaurar situações argumentativas em sala de aula (Leitão, 2011), como mediar a construção de argumentos pelos alunos (Simon et al, 2006) e, até mesmo, o que vem a ser a argumentação e quais são os produtos gerados em aulas que favorecem o seu surgimento (Berland & Reiser, 2009;Osborne& Patterson, 2011).…”
Section: Introductionunclassified
“…Inkuiri-based learning, students demanding to find the solution of the problem or phenomenon through inquiry and the giving of reasons which are scientific [13,14]. Learning inquiry have several stages, formulate the problem, observing or doing obervation, analyzing and presenting the results, as well as communicate [15]. On inquiry based-lab, students are given the opportunity to do the investigation directly using their hands or doing experiments [10,14,16].…”
Section: Inquiry Based-laboratorymentioning
confidence: 99%
“…This makes argumentation distinctive from explanation that focuses on causal description of an event involving certainty while, argumentation invites diverse opinions with both parties giving justifications for their claims (Ohlsson, 2002). The conclusion in argumentation unlike explanation is less certain (Osborne et al, 2011), tentative and is subject to criticism and refutation (Nussbaum, 2011). Students' involvement in argumentation require an explanation or decision to a research question which shall be supported by some evidences based on empirical data and include the use of scientific principles, theories, models etc.…”
Section: Understanding Argumentationmentioning
confidence: 99%
“…Argumentation is a social and dynamic process, involving individuals engaged in thinking, constructing and critiquing knowledge (Wegerif, 2007;Golanics & Nussbaum, 2008;Ford, 2008;Berland & Reiser, 2009;Osborne & Patterson, 2011). It encompasses a statement or a claim that is backed by at least one reason (Angell, 1964) and involves at least two individuals or more (Iordanou, 2013).…”
Section: Introductionmentioning
confidence: 99%