LEADER 04688nam 22007575 450 001 9910955313503321 005 20240314162801.0 010 $a9786611140052 010 $a9781281140050 010 $a1281140058 010 $a9781402066702 010 $a1402066708 024 7 $a10.1007/978-1-4020-6670-2 035 $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(PPN)123737958 035 $a(EXLCZ)991000000000413318 100 $a20100301d2007 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aArgumentation in Science Education $ePerspectives from Classroom-Based Research /$fby Sibel Erduran, María Pilar Jiménez-Aleixandre 205 $a1st ed. 2007. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2007. 215 $a1 online resource (302 p.) 225 1 $aContemporary Trends and Issues in Science Education,$x1878-0784 300 $aDescription based upon print version of record. 311 08$a9781402066696 311 08$a1402066694 320 $aIncludes bibliographical references and indexes. 327 $aArgumentation Foundations -- Argumentation in Science Education: An Overview -- Cognitive Foundations of Learning Argumentation -- Methodological Foundations in the Study of Argumentation in Science Classrooms -- What Can Argumentation Tell Us About Epistemology? -- Research on Teaching and Learning Argumentation -- Designing Argumentation Learning Environments -- Social Aspects of Argumentation -- Analysis of Lines of Reasoning in Written Argumentation -- Quality Argumentation and Epistemic Criteria -- Argumentation in Context -- Argumentation in Science Education: An Overview -- The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care -- Technology-Enhanced Learning Environments to Support Students' Argumentation -- Science Teacher Education and Professional Development in Argumentation. 330 $aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book?s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK. 410 0$aContemporary Trends and Issues in Science Education,$x1878-0784 606 $aScience$xStudy and teaching 606 $aSocial sciences 606 $aHumanities 606 $aScience Education 606 $aHumanities and Social Sciences 615 0$aScience$xStudy and teaching. 615 0$aSocial sciences. 615 0$aHumanities. 615 14$aScience Education. 615 24$aHumanities and Social Sciences. 676 $a507.12 701 $aErduran$b Sibel$0966624 701 $aAleixandre$b Marilar$f1947-$01794349 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910955313503321 996 $aArgumentation in Science Education$94334933 997 $aUNINA