Abstract
Argumentation studies in science education are relatively young. It can be said that classroom-based research in scientific argumentation began in the 1990s. The first batch of studies focused on exploring whether science classroom environments favoured argumentation, an exploration with negative outcomes (e.g., Driver, Newton & Osborne, 2000), as well as on investigating students’ argumentation (e.g., Duschl, Ellenbogen, & Erduran, 1999; Jimenez-Aleixandre, Bugallo & Duschl, 2000; Kolste, 2006; Kortland, 1996). As the field continued to develop, the focus shifted towards an interest in the quality of arguments, or how to analyze the development of students’ argumentation competences (e.g., Erduran, 2008; Erduran, Simon & Osborne, 2004). In the last few years there is an emerging interest about how to support students’ engagement in argumentation, through the design of learning environments (e.g., Jimenez-Aleixandre, 2008; Mork, 2005) and professional development of science teachers (e.g, Erduran, Ardac & Yakmaci- Guzel, 2006; Erduran, 2006; Simon, Erduran & Osborne, 2006).
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Keywords
- Professional Development
- Science Education
- Science Teacher
- Science Classroom
- Continuous Professional Development
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Erduran, S., Jiménez Aleixandre, M.P. (2012). Argumentation in Science Education Research. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_11
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