Abstract
Recent approaches in educational research frame science learning in terms of the appropriation of discourse practices where argumentation plays a central role in the development of explanations and theories. The main objectives of the research reported in this paper were to (1) investigate the pedagogical strategies necessary to promote argumentation skills in students; (2) determine the extent to which the implementation of such strategies enhances teachers’ pedagogical practices with argumentation; and (3) examine the extent to which lessons which follow these pedagogical strategies lead to enhanced quality in students’ argumentation. Data collected from a set of lessons on scientific and socioscientific topics from twelve, year 8 schools in London are reported and discussed. These lessons were analysed using a framework based on Toulmin’s Argument Pattern. There were statistically significant differences in the quality of arguments generated in the classrooms of the project teachers who had participated in the training workshops. The strategies that we have adopted for working with teachers, and the frameworks to support argumentation will be discussed.
Keywords
- Science Teacher
- Pedagogical Strategy
- Science Classroom
- Classroom Discourse
- Science Lesson
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.
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Alexopoulou, E. & Driver, R. (1997). Small group discussions in physics: peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099–1114.
Austin, J. L. & Urmson, J. O. (1976). How to do things with words. (2nd ed.). London: Oxford University Press.
Boulter, C.J. & Gilbert, J.K. (1995). Argument and Science Education. In P.J.M. Costello and S. Mitchell (Eds.) Competing and consensual voices: the theory and practice of argumentation. Clevedon. Multilingual Matters.
Cowie, H. & Rudduck, J. (1990). Co-operative learning traditions and transitions. Volume three of Learning Together-Working Together. London. BP Educational Service.
Cohen, D. (1995). Argument is War….and War is Hell: Philosophy, Education, and Metaphors for Argumentation. Informal Logic, 17(2), 177–188.
Department for Education and Employment (1999). Science in the National Curriculum. London: HMSO.
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
Erduran, S. & Osborne, J. (in press). Developing arguments. In, S. Alsop, L. Bencze & E. Pedretti (Eds.), Analysing exemplary science teaching: Theoretical lenses and a spectrum of possibilities for practice. Open University Press.
Erduran, S., Simon, S. & Osborne, J. (in press). TAPping into argumentation: Developments in the use of Toulmin’s Argument Pattern in studying science discourse. Paper to appear in Science Education.
Erduran, S. (2001). Philosophy of chemistry: An emerging field with implications for chemistry education. Science & Education, 10(6), pp. 581–593.
Gee, J. (1996). Social Linguistics and Literacies (2nd ed.). London: Taylor.
Giddens, A. (1990). The Consequences of Modernity. Cambridge: Polity Press.
Herrenkohl, L.R. & Guerra, M.R. (1998). Participant Structures, Scientific Discourse, and Student Engagement in Fourth Grade. Cognition and Instruction, 16(4), 431–473.
Kuhn, D. (1991). The Skills of Argument. Cambridge: Cambridge University Press.
Lemke, J.L. (1990). Talking Science: Language, Learning and Values. Norwood, New Jersey: Ablex Publishing.
Mason, L. (1996). An analysis of children’s construction of new knowledge through their use of reasoning and arguing in classroom discussions. Qualitative Studies in Education, 9(4), 411–433.
Means, M.L. & Voss, J.F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139–178.
Minstrell, J. & Van Zee, E. (Eds.) (2000). Teaching in the Inquiry-based science classroom. Washington, DC: American Association for the Advancement of Science.
National Research Council. (2000). Inquiry and the National Science Education Standards. Washington D.C.: National Academy Press.
Newton, P., Driver, R. & Osborne, J. (1999). The Place of Argumentation in the Pedagogy of School Science. International Journal of Science Education, 21(5), 553–576.
Osborne, J., Erduran, S. & Simon, S. (2004). Ideas, Evidence and Argument in Science. INSET manual, Resource Pack and Training Video. London: King’s College London.
Osborne, J., Erduran, S. & Simon, S. (in press). Enhancing the quality of argument in school science. Paper to appear in Journal of Research in Science Teaching.
Osborne, J.F., Erduran, S., Simon, S. & Monk, M. (2001). Enhancing the Quality of Argument in School Science. School Science Review, 82(301), 63–70.
Russell, T.L. (1983). Analysing arguments in science classroom discourse: can teachers’ questions distort scientific authority? Journal of Research in Science Teaching, 20, 27–45.
Scott, P. (1998). Teacher talk and meaning making in science classrooms: a Vygotskian analysis and review. Studies in Science Education, 32, 45–80.
Suppe, F. (1998). The structure of a scientific paper. Philosophy of Science, 65(3), 381–405.
Toulmin, S. (1958). The Uses of Argument. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer
About this chapter
Cite this chapter
Erduran, S., Osborne, J., Simon, S. (2005). The Role of Argumentation in Developing Scientific Literacy. In: Boersma, K., Goedhart, M., de Jong, O., Eijkelhof, H. (eds) Research and the Quality of Science Education. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3673-6_30
Download citation
DOI: https://doi.org/10.1007/1-4020-3673-6_30
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3672-9
Online ISBN: 978-1-4020-3673-6
eBook Packages: Humanities, Social Sciences and LawHistory (R0)