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The Role of Argumentation in Modelling-Based Teaching

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Modelling-based Teaching in Science Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 9))

Abstract

The various stages in the modelling of a phenomenon involve the activity of argumentation. As the use of the Toulmin’s model of argumentation has been found to present problems in the analysis of data from science education research, a simpler model was adopted for use in the context of MBT. An analysis of the skills and abilities used in the various stages of argumentation is presented. This is followed by an analysis of the role of argumentation in the various stages of modelling. This relationship between argumentation and modelling is then presented as a series of diagrams. The value of particular modes of representation in the conduct of argumentation during modelling is then discussed. Finally, the implications of these matters for teachers’ support of modelling are discussed.

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Authors and Affiliations

  1. The University of Reading, Berkshire, UK

    John K. Gilbert

  2. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Rosária Justi

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  1. John K. Gilbert
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  2. Rosária Justi
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Gilbert, J.K., Justi, R. (2016). The Role of Argumentation in Modelling-Based Teaching. In: Modelling-based Teaching in Science Education. Models and Modeling in Science Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-29039-3_6

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  • DOI: https://doi.org/10.1007/978-3-319-29039-3_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-29038-6

  • Online ISBN: 978-3-319-29039-3

  • eBook Packages: EducationEducation (R0)

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