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ISBN: 9789400724693
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2001, ISBN: 9789400724693
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2011, ISBN: 9400724691
[EAN: 9789400724693], Nieuw boek, [SC: 13.97], [PU: Springer Netherlands], DIDAKTIK; UNTERRICHT / ERZIEHUNGSWISSENSCHAFT; PÄDAGOGIK BERUFSBILDUNG WEITERBILDUNG; BILDUNG ERWACHSENENBILDUNG… More...
2011, ISBN: 9400724691
[EAN: 9789400724693], Neubuch, [PU: Springer, Netherlands], Language: English. Brand new Book. Argumentation-arriving at conclusions on a topic through a process of logical reasoning that… More...
2011
ISBN: 9400724691
[EAN: 9789400724693], Neubuch, [PU: Springer, Netherlands], Language: English. Brand new Book. Argumentation-arriving at conclusions on a topic through a process of logical reasoning that… More...
ISBN: 9789400724693
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion a… More...
2001, ISBN: 9789400724693
2012 292 S. Hardcover Neu, unbenutzt. Rechnung mit ausgewiesener Mehrwertsteuer liegt bei. Versand D: 3,00 EUR learning, socio-scientific issues, science education, reasoning, scientific … More...
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Details of the book - Perspectives on Scientific Argumentation
EAN (ISBN-13): 9789400724693
ISBN (ISBN-10): 9400724691
Hardcover
Publishing year: 2011
Publisher: Springer
304 Pages
Weight: 0,594 kg
Language: Englisch
Book in our database since 2008-04-25T19:12:41+01:00 (London)
Detail page last modified on 2024-02-22T13:40:19+00:00 (London)
ISBN/EAN: 9400724691
ISBN - alternate spelling:
94-007-2469-1, 978-94-007-2469-3
Alternate spelling and related search-keywords:
Book title: argumentation theory, perspectives, scientific forth
Information from Publisher
Author: Myint Swe Khine
Title: Perspectives on Scientific Argumentation - Theory, Practice and Research
Publisher: Springer; Springer Netherland
292 Pages
Publishing year: 2011-10-01
Dordrecht; NL
Printed / Made in
Language: English
106,99 € (DE)
109,99 € (AT)
118,00 CHF (CH)
POD
XII, 292 p.
BB; Hardcover, Softcover / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; argumentation; interaction; learning; reasoning; science education; scientific argumentation; scientific reasoning; socio-scientific issues; learning and instruction; Science Education; Teaching and Teacher Education; Instructional Psychology; Curriculum Studies; Naturwissenschaften, allgemein; Lehrerausbildung; Pädagogische Psychologie; Curricula: Planung und Entwicklung; EA; BC
Argumentation—arriving at conclusions on a topic through a process of logical reasoning that includes debate and persuasion— has in recent years emerged as a central topic of discussion among science educators and researchers. There is now a firm and general belief that fostering argumentation in learning activities can develop students’ critical thinking and reasoning skills, and that dialogic and collaborative inquiries are key precursors to an engagement in scientific argumentation. It is also reckoned that argumentation helps students assimilate knowledge and generate complex meaning. The consensus among educators is that involving students in scientific argumentation must play a critical role in the education process itself. Recent analysis of research trends in science education indicates that argumentation is now the most prevalent research topic in the literature. This book attempts to consolidate contemporary thinking and research on the role of scientific argumentation in education. Perspectives on Scientific Argumentation brings together prominent scholars in the field to share the sum of their knowledge about the place of scientific argumentation in teaching and learning. Chapters explore scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge-building and the promotion of scientific literacy. Others interrogate topics such as the importance of language, discursive practice, social interactions and culture in the classroom. The material in this book, which features intervention studies, discourse analyses, classroom-based experiments, anthropological observations, and design-based research, will inform theoretical frameworks and changing pedagogical practices as well as encourage new avenues of research.“This book critically examines argumentation in science classrooms both in terms of underlying theories and practical application.It describes the most recent research into a topic that has already become one of the most important in science education this decade. I commend it to researchers, teachers and policy-makers alike.”Justin DillonProfessor of Science and Environmental Education, King’s College London President, European Science Education Research Association (ESERA)Justin DillonProfessor of Science and Environmental Education, King’s College London President, European Science Education Research Association (ESERA)Critical and specialized source describing perspectives on scientific argumentation and implications for science education Covers theory, best practices and research in scientific argumentation in classrooms, online as well as in non-formal educational settings Helps readers develop their understanding on scientific argumentation, its rationales, applications and recent research attempts
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