This is a preview of subscription content, log in via an 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
Aikenhead, G.S. (1985). Collective decision making in the social context of science. Science Education, 69(4), 453–475.
Aikenhead, G.S. (2000). Renegotiating the culture of school science. In R. Millar, J. Leach & J. Osborne (Eds.), Improving science education: The contribution of research. Buckingham: Open University Press.
Baron, J. (1985). Rationality and intelligence. Cambridge: Cambridge University Press.
Baron, J. (1988). Thinking and deciding. Cambridge: Cambridge University Press.
Baron, J. & Brown, R.V. (1991). Toward improved instruction in decision making to adolescents: A conceptual framework and pilot program. In J. Baron & R.V. Brown (Eds.), Teaching decision making to adolescents. Hillsdale: Lawrence Erlbaum Associates.
Billig, M. (1996). Arguing and Thinking (2nd ed.). Cambridge: Cambridge University Press.
Berkowitz, M.W. (1985). The role of discussion in moral education, In M.W. Berkowitz & F. Oser (Eds.), Moral education: Theory and application. Hillsdale: Lawrence Erlbaum Associates.
Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
Department for Education and Employment. (1999). Science in the National Curriculum. London: HMSO.
Howe, A. C. (1996). Development of science concepts within a Vygotskian framework. Science Education 80(1): 35–51.
Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291–310.
Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155–178.
Kohlberg, L. (1981). The meaning and measurement of moral development. (Vol. XIII: 1979 Heinz Werner Memorial Lectures. Worcester, MA: Clark University.
Lemke, J.L. (1990). Talking science: Language, learning, and values.
Norwood, NJ: Ablex. Millar, R. & Osborne, J.F. (Eds.) (1998). Beyond 2000: Science education for the future. London: School of Education, King’s College.
Nott, M., & Wellington, J. (1995). Critical incidents in the science classroom and the nature of science. School Science Review, 276(76), 41–46.
Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K. (1996). Explaining Science in the Classroom Buckingham: Open University Press.
Osborne, J. F., & Collins, S. (2000). Pupils’ and Parents’ Views of the School Science Curriculum. London: King’s College London.
Sadler, T.D., Chambers, F.W., & Zeidler, D.L. (in press). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education.
Toulmin, S. (1958). The Uses of Argument. Cambridge: Cambridge University Press.
Toulmin, S. (1972). Human Understanding (Vol. 1: General Introduction and Part1). Oxford: Clarendon Press.
Newton, P., Driver, R., & Osborne, J. & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553–576.
Watson, Swain & McRobbie (2001). In Press.
Wickman, P. & Ostman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601–623.
Zeidler, D. L. (1984). Moral issues and social policy in science education: Closing the literacy gap. Science Education, 68(4), 411–419.
Zeidler, D. L. (1997). The central role of fallacious thinking in science education. Science Education, 81(4), 483–495.
Zeidler, D. L. (2001). Participating in program development: Standard F. In D. Siebert & W. McIntosh (Eds.), College pathways to the science education standards (p.18–22). Arlington, VA: National Science Teachers Press.
Zeidler, D. L., Lederman, N. G., & Taylor, S. C. (1992). Fallacies and student discourse: Conceptualizing the role of critical thinking in science education. Science Education, 76(4), 437–450.
Zeidler, D. L., Walker, K. A., Ackett, W. & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 342–367.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2003 Kluwer Academic Publishers
About this chapter
Cite this chapter
Zeidler, D.L., Osborne, J., Erduran, S., Simon, S., Monk, M. (2003). The Role of Argument During Discourse About Socioscientific Issues. In: Zeidler, D.L. (eds) The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education. Science & Technology Education Library, vol 19. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4996-X_6
Download citation
DOI: https://doi.org/10.1007/1-4020-4996-X_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3855-6
Online ISBN: 978-1-4020-4996-5
eBook Packages: Springer Book Archive