Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science

  • Agustín Adúriz-Bravo


This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and of other science studies and metatheoretical perspectives –which are here collectively called ‘HPS’– constitute a fruitful theoretical background to understand scientific arguments and arguing in educational settings. Based on this premise, five possible ‘bridges’ between argumentation and HPS are proposed; such bridges are identified through a ‘theory-directed’ literature review.


Science Education School Science Science Classroom Knowledge Claim Argumentation Theory 
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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© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.GEHyD-Grupo de Epistemología, Historia y Didáctica de las Ciencias Naturales, CeFIEC-Instituto de Investigaciones Centro de Formación e Investigación en Enseñanza de las CienciasUniversidad de Buenos AiresCiudad Autónoma de Buenos AiresArgentina

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