LEADER 03727nam 2200661 a 450 001 9910451150203321 005 20200520144314.0 010 $a1-281-14005-8 010 $a9786611140052 010 $a1-4020-6670-8 035 $a(CKB)1000000000413318 035 $a(EBL)338072 035 $a(OCoLC)233972576 035 $a(SSID)ssj0000316328 035 $a(PQKBManifestationID)11247252 035 $a(PQKBTitleCode)TC0000316328 035 $a(PQKBWorkID)10275877 035 $a(PQKB)10461745 035 $a(DE-He213)978-1-4020-6670-2 035 $a(MiAaPQ)EBC338072 035 $a(Au-PeEL)EBL338072 035 $a(CaPaEBR)ebr10217629 035 $a(CaONFJC)MIL114005 035 $a(EXLCZ)991000000000413318 100 $a20080923d2007 uy 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 00$aArgumentation in science education$b[electronic resource] $eperspectives from classroom-based research /$fSibel Erduran, Mari?a Pilar Jime?nez-Aleixandre, editors 205 $a1st ed. 2007. 210 $aDordrecht $cSpringer$d2007 215 $a1 online resource (302 p.) 225 1 $aScience & technology education library ;$vv. 35 300 $aDescription based upon print version of record. 311 $a1-4020-6669-4 320 $aIncludes bibliographical references and indexes. 327 $aPt. I. Argumentation foundations -- pt. II. Research on teaching and learning argumentation -- pt. III. Argumentation in context. 330 $aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990's, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book?s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990's. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." 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