The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
The place of argumentation in the pedagogy of school science
Abstract
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system.
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Cites
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Self-citationProceedings of an International Workshop
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Self-citationRichmond, G., & Striley, J. (1996) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199610)33:8<839::aid-tea2>3.0.co;2-x · Cited by 191
Small-group discussion in physics: Peer interaction modes in pairs and fours
Alexopoulou, E., & Driver, R. (1996) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(199612)33:10<1099::aid-tea4>3.0.co;2-n · Cited by 182
Self-citationInterpreting pragmatic meaning when reading popular reports of science
Norris, S. P., & Phillips, L. M. (1994) · Journal of Research in Science Teaching · doi:10.1002/tea.3660310909 · Cited by 164
Improving the quality of science classroom discourse on controversial issues
Geddis, A. N. (1991) · Science Education · doi:10.1002/sce.3730750203 · Cited by 92
Genres, semantics, and classroom education
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Cited by
The laboratory in science education: Foundations for the twenty-first century
Hofstein, A., & Lunetta, V. N. (2004) · Science Education · doi:10.1002/sce.10106 · Cited by 2,699
Establishing the norms of scientific argumentation in classrooms
Driver, R., Newton, P., & Osborne, J. (2000) · Science Education · doi:10.1002/(sici)1098-237x(200005)84:3<287::aid-sce1>3.0.co;2-a · Cited by 2,323
Self-citationFostering students' knowledge and argumentation skills through dilemmas in human genetics
Zohar, A., & Nemet, F. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10008 · Cited by 1,346
Beyond STS: A research-based framework for socioscientific issues education
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005) · Science Education · doi:10.1002/sce.20048 · Cited by 1,198
Supporting and Promoting Argumentation Discourse in Science Education
Duschl, R. A., & Osborne, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560187 · Cited by 1,161
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Metadata
- Authors
- Newton, P., Driver, R., & Osborne, J.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 1999-05
- Volume
- 21
- Issue
- 5
- Pages
- 553-576
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2049582245
- Cited by
- 619
- References
- 9
- FWCI
- 47.57
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
