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    Development of argumentative knowledge in science education

    Access Status
    Fulltext not available
    Authors
    Khine, Myint Swe
    Date
    2012
    Type
    Book Chapter
    
    Metadata
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    Citation
    Khine, M.S. 2012. Development of argumentative knowledge in science education, in Khine, M.S. (ed), Perspectives on Scientific Argumentation: Theory, Practice and Research, pp. 283-287: Springer Netherlands.
    Source Title
    Perspectives on Scientific Argumentation: Theory, Practice and Research
    DOI
    10.1007/978-94-007-2470-9_14
    ISBN
    9400724691
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/47107
    Collection
    • Curtin Research Publications
    Abstract

    Science educators have been exploring the use of scientific argumentation as a means of addressing and solving problems in conceptual change, reasoning, knowledge building and promoting science literacy among students. They found that language, discursive practice, social interactions and culture in the classroom play important roles. The chapters in this book by prominent scholars in the field of science education inform the readers about the theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based experiments, and design-based research. In this concluding chapter, some salient features of the chapters are highlighted and synthesize the ideas put forward by the respective contributors. The chapter also addresses the challenges faced by the science educators and explores the future directions of scientific argumentation and its role in science education.

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