339
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

Pre-service Science Teachers’ Understanding of Argumentation

&

References

  • Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27, 129–137. doi: 10.1016/j.ijedudev.2006.07.011
  • Altinyelken, H. (2010). Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum. International Journal of Educational Development, 30, 151–161. doi: 10.1016/j.ijedudev.2009.03.004
  • Aydeniz, M., & Ozdilek, Z. (2015). Assessing pre-service science teachers’ understanding of scientific argumentation: What do they know about argumentation after four years of college science? Science Education International, 26(2), 217–239.
  • Bricker, L. & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473–498. doi: 10.1002/sce.20278
  • Dawson, V.M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socio-scientific issues in high school genetics. Research in Science Education, 40(2), 133–148. doi: 10.1007/s11165-008-9104-y
  • Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation discourse. Studies in Science Education, 38, 39–72.
  • Finocchiaro, M.A. (2005). Arguments about arguments. Systematic, critical and historical essays in logical theory. New York: Cambridge University Press.
  • Jimenez-Aleixandre, M.P., & Erduran, S. (2008). Argumentation in science education: An overview. In M.P. Jimenez-Aleixandre & S. Erduran (Eds.). Argumentation in science education: Perspectives from school-based Research (pp. 3–27). Dordrecht: Springer.
  • Jin, H., Mehl, C., & Lan, D. (2015). Developing an analytical framework for argumentation on energy consumption issues. Journal of Research in Science Teaching, 52(8), 1132–1162. doi: 10.1002/tea.21237
  • Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77, 319–337. doi: 10.1002/sce.3730770306
  • Lawson A. (2003). The nature and development of hypothetic-predictive argumentation with implications for science teaching. International Journal of Science Education, 25 (11), 1387–1408. doi: 10.1080/0950069032000052117
  • Leitao, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332–360. doi: 10.1159/000022695
  • McNeill, K.L., & Knight, A.M. (2013). Teachers’ pedagogical content knowledge for scientific argumentation: The impact of professional development on teaching K–12 teachers. Science Education, 97(6), 936–972. doi: 10.1002/sce.21081
  • Ministry of Education, (2005). The National Framework for Eritrea. Eritrea: Ministry of Education.
  • Ministry of Education. (2010). The Eritrean Education Sector: Progress and Challenges. Eritrea: Ministry of Education.
  • Najike, S., & Lucas, K. (2002). Learning Science in a High School Environment in Papua New Guinea. Paper NAJ02039. Retrieved from http://www.aare.edu.au/02pap/naj02039.htm.
  • Ogunniyi, M.B. (2007). Teachers’ stance and practical arguments regarding a science-indigenous knowledge curriculum, Paper 1. International Journal of Science Education, 29(8), 963–885. doi: 10.1080/09500690600931020
  • Osborne, J.F., Erduran, S., & Simon, S. (2004). Ideas, evidence and arguments in science. In In-service training pack, resource pack and video. London: Nuffield Foundation.
  • Popper, K.R. (1968). Remarks on the problems of demarcation and of rationality. In I. Lakatos & A. Musgrave (Eds.), Problems in the philosophy of science (pp. 430–440). Amsterdam: North-Holland.
  • Silverman, D. (2001). Interpreting qualitative data: Methods for analysing talk, text and interaction. Newbury Park, CA: Sage.
  • Simon, S., & Johnson, S. (2008). Professional learning portfolios for argumentation in school science. International Journal of Science Education, 30, 669–688. doi: 10.1080/09500690701854873
  • Skoumios, M., & Hatzinikita, V. (2009). Learning and justification during a science teaching sequence. International Journal of Learning, 16(4), 327–341.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Ground theory procedures and techniques. Newbury Park, CA: Sage Publications (pp. 1–21).
  • Toulmin, S. (1958/2003). The use of argument. Cambridge: Cambridge University Press.
  • Ziman, J. (2000). Real Science. What it is, and What it means. Cambridge: Cambridge University Press.
  • Zohar, A. (2008). Science teacher education and professional development in argumentation. In M.P. Jimenez-Aleixandre & S. Erduran (Eds.), Argumentation in science education: Perspectives from school-based Research (pp. 245–268). Dordrecht: Springer.

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.