Development of argumentative knowledge in science education

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.