Justification and persuasion about cloning: Arguments in Hwang's paper and journalistic reported versions

Research in Science Education

Volumn 39, Issue 3, 2009, Pages 331-347

  Jiménez Aleixandre, María Pilar ^a   Federico Agraso, Marta ^a  

^a UNIVERSITY OF SANTIAGO DE COMPOSTELA   (Spain)

Author keywords

Argumentative structure; Cloning; Evidence; Journalistic reported versions; Therapeutic cloning

Indexed keywords

EID: 67349095305     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-008-9113-x     Document Type: Article

References (22)

1. Baram-Tsabari, A., & Yarden, A. (2005). Text genre as a factor in the formation of scientific literacy. Journal of Research in Science Teaching, 42, 403-428.
2. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: The University of Wisconsin Press.
3. Federico-Agraso, M., & Jiménez-Aleixandre, M. P. (2008). Therapeutic cloning? Discourse genres, ethical issues and students' perceptions. In M. Hammann, M. Reiss, C. Boulter, & S. D. Tunnicliffe (Eds.), Biology in Context. Learning and teaching for the twenty-first century (pp. 315-326). London, UK: University of London.
4. Goldman, S. R., & Bisanz, G. L. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. In J. Otero, J. A. León, & A. C. Graesser (Eds.), The Psychology of science text comprehension (pp. 19-50). Mahwah: Lawrence Erlbaum.
5. Hwang, W. S., Ryu, Y. J., Park, J. H., Park, E. S., Lee, E. G., Koo, J. M., et al. (2004). Evidence of a pluripotent human embryonic stem cell line derived from a cloned blastocyst. Science, 303, 1669-1674.
6. Jiménez-Aleixandre, M. P. (2008). Designing argumentation learning environments. In S. Erduran, & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 91-115). Dordrecht: Springer.
7. Jiménez-Aleixandre, M. P., & Erduran, S. (2008). Argumentation in science education: An overview. In S. Erduran, & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 3-27). Dordrecht: Springer.
8. Jiménez-Aleixandre, M. P., & Federico-Agraso, M. (2007). Students' reception of Hwang's work through the media: Ethics and rhetoric. Paper presented at the ESERA conference, Malmoe, August.
9. Kelly, G. J. (2005). Inquiry, Activity, and Epistemic Practice. Proceedings of the Inquiry Conference on Developing a Consensus Research Agenda, Rutgers University, February 2005. Retrieved on September 2006 from the conference website: http://www.ruf.rice.edu/+AH4-rgrandy/ NSFConSched.html
10. Kelly, G. J., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: Combining performance assessment with argumentation analysis. International Journal of Science Education, 20, 849-871.
11. Kelly, G. J., Regev, J., & Prothero, W. (2008). Analysis of lines of reasoning in written argumentation. In S. Erduran, & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 137-157). Dordrecht: Springer.
12. Magnus, D., & Cho, M. K. (2005). Issues in oocyte donation for stem cell research. Science, 308, 1747-1748.
13. Molinatti, G. (2007). Médiation des sciences du cerveau. Approche didactique et communicationnelle de rencontres entre neuroscientifiques et lycéens. Doctoral dissertation. Museum National d'Histoire Naturelle. Paris.
14. Myers, G. (1990). Writing biology. Texts in the social construction of scientific knowledge. Madison: The University of Wisconsin Press.
15. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
16. Nwogu, K. N. (1991). Structure of scientific popularizations: A genre-analysis approach to the schema of popularized medical texts. English for Specific Purposes, 10(2), 111-123.
17. Organisation for Economic Cooperation and Development [OECD] (2003). PISA assessment framework - mathematics, reading, science and problem solving knowledge and skills. Paris: Author.
18. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
19. Swales, J. M. (2001). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press first edition, 1990.
20. Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
21. Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Mawah: Lawrence Erlbaum.
22. Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.