Promoting discourse and argumentation in science teacher education

Journal of Science Teacher Education

Volumn 17, Issue 4, 2006, Pages 323-346

  Sadler, Troy D ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33845506613     PISSN: 1046560X     EISSN: 15731847     Source Type: Journal    
DOI: 10.1007/s10972-006-9025-4     Document Type: Article

References (26)

1. Adams, P. E., & Krockover, G. H. (1997). Concerns and perception of beginning secondary science and mathematics teachers. Science Education, 81, 29-50.
2. American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
3. Chesebro, J. L., & McCroskey, J. C. (2002). Communication for teachers. Boston: Allyn and Bacon.
4. Chiappetta, E. L., & Koballa, T. R. (2002). Science instruction in the middle and secondary schools (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
5. Cooper, P. J., & Simonds, C. J. (2003). Communication for the classroom teacher. Boston: Allan and Bacon.
6. Cunningham, W. P., & Saigo, B. W. (1999). Environmental science: A global concern (5th ed.). Boston: WCB McGraw-Hill.
7. DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.
8. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
9. Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
10. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
11. Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5-26.
12. Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
13. Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84, 11-94.
14. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
15. Lincoln, Y. S., & Guba, E. G. (1985).Naturalistic inquiry. Newbury Park, CA: Sage Publications.
16. Luft, J. A., & Patterson, N. C. (2002). Bridging the gap: Supporting beginning science teachers. Journal of Science Teacher Education, 13, 267-282.
17. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
18. Osborne, J., Erduran, S., Simon, S., & Monk, M. (2001). Enhancing the quality of argument in school science. School Science Review, 82, 63-70.
19. Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychology, 35, 227-241.
20. Perkins, D. N., Farady, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 83-105). Hillsdale, NJ: Erlbaum.
21. Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of the literature. Journal of Research in Science Teaching, 41, 513-536.
22. Sadler, T. D., & Zeidler, D. L. (2004). Negotiating gene therapy controversies. The American Biology Teacher, 66, 428-433.
23. Toulmin, S. (1958). The uses of argument. Cambridge, England: Cambridge University Press.
24. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.
25. Zeidler, D. L. (1997). The central role of fallacious thinking in science education. Science Education, 81, 483-496.
26. Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35-62.