What Can Argumentation Tell Us About Epistemology?

  • William A. Sandoval
  • Kelli A. Millwood
Part of the Science & Technology Education Library book series (CTISE, volume 35)

Who, besides scientists, engages in what we would call scientific argumentation? When? for what purpose? As calls for argumentation to take a central place in science instruction increase (Driver et al., 2000; Duschl & Osborne, 2002; Kuhn, 1993b), answers to these questions become more important. There are two key claims for engaging students in scientific argumentation. One is that argumentation is a central practice of science, and thus should be at the core of science education. The other is that understanding the norms of scientific argumentation can lead students to understand the epistemological bases of scientific practice. We are more interested in this second claim. We think it unlikely that people who do not practice science are likely to engage in truly scientific argumentation. At the same time, we see everyday contexts all around us where people might apply scientific arguments to further other kinds of arguments. For example, using arguments about global climate change to argue for or against particular energy policies or even personal consumer decisions.


Science Class Scientific Argumentation Epistemological Belief Scientific Claim Personal Epistemology 
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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Copyright information

© Springer Science + Business Media B.V 2007

Authors and Affiliations

  • William A. Sandoval
    • 1
  • Kelli A. Millwood
    • 2
  1. 1.Graduate School of Education & Information StudiesUCLALos AngelesUSA
  2. 2.Metiri GroupCulver CityUSA

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