Promoting Discourse and Argumentation in Science Teacher Education

  title={Promoting Discourse and Argumentation in Science Teacher Education},
  author={Troy D. Sadler},
  journal={Journal of Science Teacher Education},
  • T. Sadler
  • Published 23 November 2006
  • Education
  • Journal of Science Teacher Education
Given a sociocultural framework of teaching and learning, argumentation and discourse become central elements of education, particularly in science education because of argumentation’s key role in scientific communities. This study documents preservice teachers’ perceptions of and aptitudes related to argumentation as they participated in a science methods course designed to promote discourse and argumentation. Data sources consisted of instructor reflections, course documents, and student work… 
The pedagogy of argumentation in science education: science teachers’ instructional practices
ABSTRACT Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy
The research efforts call for students’ and teachers’ engagement in argumentation as the core epistemic practice of science to promote their participation in cognitive, epistemic, and social aspects
An Examination of Prospective Elementary Science Teachers' Perspective towards Socio-Scientific Argumentation.
The purpose of this study was to examine the altering perceptions and opinions of prospective elementary science teachers regarding argumentation while they were engaged in argumentative discourse.
Are We Ready for Argumentation in Science Classrooms? An Investigation into the Scientific Discussion Climate in a Turkish Elementary School.
In recent years, the trend in science education is toward scientific processes rather than scientific knowledge. An effective science education not only requires the active involvement of students in
Teaching Strategies for Developing Students’ Argumentation Skills About Socioscientific Issues in High School Genetics
An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives.
The relationship between teachers ’ pedagogical content knowledge and beliefs of scientific argumentation on classroom practice
Central to the culture of science, argumentation emerged in the scientific discourse research literature with researchers advocating that its incorporation into science education is important because
Considering Pedagogical Practices in Higher Education: How Science Methods Instructors Influence Scientific Argumentation Construction
Fostering students’ ability to engage in scientific argumentation is an essential component of science teaching.. Unfortunately, research shows that teachers often lack sufficient prior experiences.
That the application of learned subjects in science lessons to everyday life and information is understood judged and internalized by students are some of the main goals of science education. One of
Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain
ABSTRACT Background Argumentation is an important discourse process in science that needs to be taught and learned as part of a repertoire of strategies to support the acquisition of scientific
Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to 'Matter and Change'
The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students’ conceptual understanding of the subjects related to 'Matter and Change'€. This


Establishing the norms of scientific argumentation in classrooms
Basing its arguments in current perspectives on the nature of the scientific enterprise, which see argument and argumentative practice as a core activity of scientists, this article develops the case
The central role of fallacious thinking in science education
This manuscript presents a model of conceptual change from a social constructivism perspective by examining the fallacious argumentation and discourse patterns revealed by students as they form
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the
Supporting and Promoting Argumentation Discourse in Science Education
(2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education: Vol. 38, No. 1, pp. 39-72.
Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform
Scientific literacy is a term that has been used since the late 1950s to describe a desired familiarity with science on the part of the general public. A review of the history of science education
Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology
There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on
Scientific literacy: A conceptual overview
In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education com- munity, and the diverse works on
Bridging the Gap: Supporting Beginning Science Teachers
It is widely recognized that support systems for beginning science teachersfacilitate the process of socialization into the existing school culture (Atkinson D Gold, 1996; Henry, 1989; Loughran,
Informal reasoning regarding socioscientific issues: A critical review of research
Socioscientific issues encompass social dilemmas with conceptual or technological links to science. The process of resolving these issues is best characterized by informal reasoning which describes
Concerns and Perceptions of Beginning Secondary Science and Mathematics Teachers.
This study is an exploratory research project to: (1) identify the concerns that beginning science and mathematics teachers have about being a new teacher; and (2) identify the perceptions that these