The DOI matches its Crossref record; 76 of the 76 references it cites were found in a registry or an index.
Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education
Abstract
Argumentation has become an increasingly recognized focus for science instruction‐‐‐as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of argumentation and discuss the possible implications for the orchestration of science education; the goal being that the science education research community might consider a broader range of argumentation forms and roles in conjunction with the learning of science. © 2008 Wiley Periodicals, Inc.Sci Ed92:473–493, 2008
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Sociocultural approaches to learning and development: A Vygotskian framework
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Working toward a stronger conceptualization of scientific explanation for science education
Braaten, M., & Windschitl, M. (2011) · Science Education · doi:10.1002/sce.20449 · Cited by 351
McNeill, K. L. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20430 · Cited by 254
Zhu, M., Liu, O. L., & Lee, H.-S. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103668 · Cited by 229
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Metadata
- Authors
- Bricker, L. A., & Bell, P.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2008-03-17
- Volume
- 92
- Issue
- 3
- Pages
- 473-498
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W1999212192
- Cited by
- 317
- References
- 76
- FWCI
- 48.65
- Type
- journal article
- Language
- en
- Open access
- closed
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