1,518
Views
43
CrossRef citations to date
0
Altmetric
Articles

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

References

  • Albe, V. 2008. “When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussion on a Socioscientific Issue.” Research in Science Education 38 (1): 67–90.
  • Aydeniz, M., A. Pabuccu, P. S. Cetin, and E. Kaya. 2012. “Impact of Argumentation on College students’ Conceptual Understanding of Properties and Behaviors of Gases.” International Journal of Science and Mathematics Education 10: 1303–1324.
  • Berland, L. K., and B. J. Reiser. 2011. “Classroom communities’ Adaptations of the Practice of Scientific Argumentation.” Science Education 95: 191–216.
  • Bowen, C. W., and A. J. Phelps. 1997. “Demonstration-Based Cooperative Testing in General Chemistry: A Broader Assessment-of-Learning Technique.” Journal of Chemical Education 74: 715–719.
  • Bozkoyun, Y. 2004. “Facilitating Conceptual Change in Learning Rate of Reaction Concepts.” Unpublished master thesis, Middle East Technical University, Ankara, Turkey.
  • Brown, A. L., and J. C. Campione. 1996. “Psychological Learning Theory and the Design of Innovative Environments: On Procedures, Principles and Systems.” In Contributions of Instructional Innovation to Understanding Learning, edited by L. Shauble and R. Glaser. Hillsdale, NJ: Erlbaum.
  • Cakmakci, G., J. Leach, and J. Donnelly. 2006. “Students’ Ideas about Reaction Rate and Its Relationship with Concentration or Pressure.” International Journal of Science Education 28 (15): 1795–1815.
  • Calik, M., A. Kolomuc, and Z. Karagolge. 2010. “The Effect of Conceptual Change Pedagogy on students’ Conceptions of Rate of Reaction.” Journal of Science Education and Technology 19 (5): 422–433.
  • Chin, C. S. 2008. “Current Practices of Scientific Discourse and Argumentation in Science Education: A Mixed Methods Investigation Based in Brunei Darussalam.” , Unpublished master thesis, University of Bristol.
  • Clark, D. B., and V. Sampson. 2008. “Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality.” Journal of Research in Science Teaching 45 (3): 293–321.
  • Cross, D., G. Taasoobshirazi, S. Hendricks, and D. T. Hickey. 2008. “Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities.” International Journal of Science Education 30 (6): 837–861.
  • Driver, R., P. Newton, and J. Osborne. 2000. “Establishing the Norms of Scientific Argumentation in Classrooms.” Science Education 84 (3): 287–312.
  • Duschl, R., and J. Osborne. 2002. “Supporting and Promoting Argumentation Discourse.” Studies in Science Education 38: 39–72.
  • Erduran, S., S. Simon, and J. Osborne. 2004. “TAPping into Argumentation: Developments in the Application of Toulmin’s Argument Pattern for Studying Science Discourse.” Science Education 88 (6): 915–933.
  • Eskin, H., and F. Ogan-Bekiroglu. 2009. “Investigation of a Pattern between Students. Engagement in Argumentation and Their Science Content Knowledge: A Case Study.” Eurasia Journal of Mathematics, Science and Technology Education 5 (1): 63–70.
  • Gay, L. R., and P. Airasian. 2000. Educational Research: Competencies for Analysis and Application. New Jersey: Merrill.
  • Gee, J. P. 1990. Social Linguistics and Literacies: Ideology in Discourses. Critical Perspectives on Literacy and Education. London: Falmer Press.
  • Glassner, A., M. Weinstock, and Y. Neuman. 2005. “Pupils’ Evaluation and Generation of Evidence and Explanation in Argumentation.” British Journal of Educational Psychology 75: 105–118.
  • Harris, R., and M. Ratcliffe. 2005. “Socio-Scientific Issues and the Quality of Exploratory Talk – What Can Be Learned from Schools Involved in a ‘Collapsed day’ Project?” Curriculum Journal 16: 439–453.
  • Jiménez-Aleixandre, M.-P. 2008. “Designing Argumentation Learning Environments.” In Argumentation in Science Education: Perspectives from Classroom-Based Research, edited by S. Erduran and M.-P. Jiménez-Aleixandre, 91–115. Netherlands: Springer.
  • Jimenez-Aleixandre, M.-P., and S. Erduran. 2008. “Argumentation in Science Education: An Overview.” In Argumentation in Science Education: Perspectives from Classroom-Based Research, edited by S. Erduran and M.-P. Jiménez-Aleixandre, 3–27. Netherlands: Springer.
  • Jimenez-Aleixandre, M.-P., and C. Pereiro-Munoz. 2002. “Knowledge Producers or Knowledge Consumers? Argumentation and Decision Making about Environmental Management.” International Journal of Science Education 24 (11): 1171–1190.
  • Jiménez-Aleixandre, M.-P. and C. Reigosa. 2006. “Contextualizing Practices across Epistemic Levels in the Chemistry Laboratory.” Science Education 90 (4): 707–733.
  • Jimenez-Aleixandre, M. P., A. B. Rodriguez, and R. Duschl. 2000. “‘‘Doing the lesson’’ or ‘‘Doing science’’: Argument in High School Genetics.” Science Education 84: 757–792.
  • Justi, R. 2002. “Teaching and Learning Chemical Kinetics.” In Chemical Education: Towards Research-Based Practice, edited byJ. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust and J. H. Van Driel. Kluwer Academic.
  • Justi, R., and J. K. Gilbert. 1999. “History and Philosophy of Science through Models: The Case of Chemical Kinetics.” Science and Education 8 (3): 287–307.
  • Justi, R. S., and R. M. Ruas. 1997. “Learning of Chemistry: Reproduction of Isolated Pieces of Knowledge?” Quimica Nova Na Escola 3: 23–26.
  • Kaya, E. S. Erduran, and P.S. Cetin. 2010. “High School students’ Perceptions of Argumentation.” Procedia - Social and Behavioral Sciences 2 (2): 3971–3975.
  • Kaya, E. S. Erduran, and P. S. Cetin. 2012. “Discourse, Argumentation, and Science Lessons: Match or Mismatch in High School students’ Perceptions and Understanding?” Mevlana International Journal of Education 2 (3): 1–32.
  • Kaya, E., and O. Geban. 2012. “Facilitating Conceptual Change in Rate of Reaction Concepts Using Conceptual Change Oriented Instruction.” Education and Science 37: 163.
  • Kelly, G. 2007. “Discourse in Science Classrooms.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Khishfe, R. 2012. “Relationship between Nature of Science Understandings and Argumentation Skills: A Role for Counterargument and Contextual Factors.” Journal of Research in Science Teaching 49 (4): 489–514.
  • Kortland, K. 1996. “An STS Case Study about students’ Decision-Making on the Waste Issue.” Science Education 80 (6): 673–689.
  • Kuhn, D. 1991. The Skills of Argument. Cambridge, England: Cambridge University Press.
  • Kuhn, D., and W. Udell. 2003. “The Development of Argument Skills.” Child Development 74 (5): 1245–1260.
  • Kuhn, D., and W. Udel. 2007. “Coordinating Own and Other Perspectives in Argument.” Thinking & Reasining 13 (2): 90–104.
  • McDonald, C. V. 2010. “The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers’ Views of Nature of Science.” Journal of Research in Science Teaching 47 (9): 1137–1164.
  • McNeill, K. L. 2011. “Elementary students’ Views of Explanation, Argumentation and Evidence and Abilities to Construct Arguments over the School Year.” Journal of Research in Science Teaching 48 (7): 793–823.
  • McNeill, K. L., and D. S. Pimentel. 2010. “Scientific Discourse in Three Urban Classrooms: The Role of the Teacher in Engaging High School Students in Argumentation.” Science Education 94 (2): 203–229.
  • Means, M. L., and J. F. Voss. 1996. “Who Reasons Well? Two Studies of Informal Reasoning among Children of Different Grade, Ability, and Knowledge Levels.” Cognition and Instruction 14: 139–178.
  • National Research Council. 2007. Taking Science to School: Learning and Teaching in Grades K-8. Washington DC: National Research Council.
  • National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC.: Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education.
  • Newton, P., R. Driver, and J. Osborne. 1999. “The Place of Argumentation in the Pedagogy of School Science.” International Journal of Science Education 21 (5): 553–576.
  • Osborne, J., S. Erduran, and S. Simon. 2004. “Enhancing the Quality of Argument in School Science.” Journal of Research in Science Teaching 41: 994–1020.
  • Ozdem, Y., H. Ertepinar, J. Cakiroglu and S. Erduran. 2011. The Nature of Pre-Service Science Teachers’ Argumentation in Inquiry Oriented Laboratory Context. International Journal of Science Education, 1–28.
  • Perkins, D. N., M. Farady, and B. Bushey. 1991. “Everyday Reasoning and the Roots of Intelligence.” In Informal Reasoning and Education, edited by J. F. Voss, D. N. Perkins and J. W. Segal, 83–105. Hillsdale: Erlbaum.
  • Sadler, T. D. 2004. “Informal Reasoning regarding Socioscientific Issues: A Critical Review of Research.” Journal of Research in Science Teaching 41 (5): 513–536.
  • Sadler, T. D., and S. R. Fowler. 2006. “A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation.” Science Education 90: 986–1004.
  • Simon, S., S. Erduran, and J. Osborne. 2006. “Learning to Teach Argumentation: Research and Development in the Science Classroom.” International Journal of Science Education 27 (14): 137–162.
  • Tastan, O., E. Yalcinkaya, and Y. Boz. 2010. “Pre-Service Chemistry teachers’ Ideas about Reaction Mechanism.” Journal of Turkısh Scıence Educatıon 7 (1): 47–60.
  • Toulmin, S. E. 1958. The Uses of Argument. Cambridge: Cambridge University Press.
  • Van Driel, J. H. 2002. “Students’ Corpuscular Conceptions in the Context of Chemical Equilibrium and Chemical Kinetics.” Chemistry Education: Research and Practice in Europe 3 (2): 201–213.
  • Venville, G. J., and V. M. Dawson. 2010. “The Impact of a Classroom Intervention on Grade 10 students’ Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science.” Journal of Research in Science Teaching 47 (8): 952–977.
  • von Aufschnaiter, C., S. Erduran., J. Osborne, and S. Simon. 2008. “Arguing to Learn and Learning to Argue: Case Studies of How students’ Argumentation Relates to Their Scientific Knowledge.” Journal of Research in Science Teaching 45 (1): 101–131.
  • Woolfolk, A. E. 1998. Educational Psychology. 7th ed. Massachusetts: Allyn and Bacon.
  • Yalcinkaya, E., O. Tastan-Kirik, Y. Boz, and D. Yildiran. 2012. “Is Case-Based Learning an Effective Teaching Strategy to Challenge students’ Alternative Conceptions regarding Chemical Kinetics?” Research in Science & Technological Education 30 (2): 151–172.
  • YalcinogluP. 2007. Evolution as Represented through Argumentation: A Qualitative Study on Reasoning and Argumentation in High School Biology Teaching Practices. Dissertation Abstracts International, 68 (09) ( UMI No. 3279832).
  • Zembal-Saul, C., D. Munford, B. Crawford, P. Friedrichsen, and S. Land. 2002. “Scaffolding Preservice Science teachers’ Evidence-Based Arguments during an Investigation of Natural Selection.” Research in Science Education 32 (4): 437–463.
  • Zohar, A., and F. Nemet. 2002. “Fostering students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics.” Journal of Research in Science Teaching 39: 35–62.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.