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100   $a20080923d2007      uy         0
101 0 $aeng
135   $aurnn#008mamaa
181   $ctxt
182   $cc
183   $acr
200 00$aArgumentation in science education $eperspectives from classroom-based research /$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   $aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990's, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book?s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990's. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK.
410  0$aScience & technology education library ;$vv. 35.
606   $aScience$xStudy and teaching (Secondary)
606   $aScience$xMethodology
606   $aCritical thinking
615  0$aScience$xStudy and teaching (Secondary)
615  0$aScience$xMethodology.
615  0$aCritical thinking.
676   $a507.12
701   $aErduran$b Sibel$0966624
701   $aAleixandre$b Marilar$f1947-$01721888
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910814808503321
996   $aArgumentation in science education$94121823
997   $aUNINA