A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning

Cognition and Instruction

Volumn 30, Issue 3, 2012, Pages 207-245

  Ford, Michael J ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84863855768     PISSN: 07370008     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370008.2012.689383     Document Type: Article

References (61)

1. Bakhtin, M. M. 1981. The dialogic imagination: Four essays, Edited by: Emerson, C. and Holquist, M. Austin, TX: University of Texas Press. Trans.
2. Bakhtin, M. M. 1986. Speech genres and other late essays, Edited by: Emerson, C., Holquist, M. and McGee, V. W. Austin, TX: University of Texas Press. Trans.
3. Bell, P. and Linn, M. C. 2000. Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8): 797-817.
4. Berland, L. K. and Reiser, B. J. 2009. Making sense of argumentation and explanation. Science Education, 93(1): 26-55.
5. Billig, M. 1996. Arguing and thinking: A rhetorical approach to social psychology, (2nd ed.). Cambridge, England: Cambridge University Press.
6. Bransford, J. and Schwartz, D. L. 1999. Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24: 61-100.
7. Bricker, L. A. and Bell, P. 2008. Conceptualizations of argumentation from science studies and the learning science and their implications for the practices of science education. Science Education, 92(3): 473-498.
8. Chapman, M. and McBride, M. L. 1992. "The education of reason: Cognitive conflict and its role in intellectual development". In Conflict in child and adolescent development, Edited by: Shantz, C. U. and Hartup, W. W. 36-89. Cambridge, England: Cambridge University Press.
9. Chen, Z. and Klahr, D. 1999. All other things being equal: Children's acquisition of the control of variables strategy. Child Development, 70(5): 1098-1120.
10. Driver, R., Newton, P. and Osborne, J. 2000. Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3): 287-312.
11. Duschl, R. A. and Osborne, J. 2002. Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38: 39-72.
12. Duschl, R. A., Schweingruber, H. A., Shouse, A. W. and National. 2007. "Research Council (U.S.). Committee on Science Learning Kindergarten Through Eighth Grade., National Research Council (U.S.). Board on Science Education., & National Research Council (U.S.).". In Taking science to school: Learning and teaching science in grades K-8, Washington, DC: National Academies Press.
13. Engle, R. A. and Conant, F. R. 2002. Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4): 399-483.
14. Erduran, S and Jimenez-Aleixandre, M. 2008. Argumentation in science education: Perspectives from classroom-based research, Dordrecht, the Netherlands: Springer.
15. Erduran, S., Simon, S. and Osborne, J. 2004. TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88: 915-933.
16. Ford, M. J. 2005. The game, the pieces, and the players: Generative resources from alternative portrayals of experimentation. Journal of the Learning Sciences, 14(4): 449-487.
17. Ford, M. J. 2008a. Disciplinary authority and accountability in scientific practice and learning. Science Education, 92: 404-423.
18. Ford, M. J. 2008b. Grasp of practice" as a reasoning resource for inquiry and nature of science understanding. Science & Education, 17(2&3): 147-177.
19. Ford, M. J. and Forman, E. A. 2006. Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30: 1-32.
20. Ford, M. J. and Kniff, K. J. 2006. Groundwork for progress supporting scientific literacy: An expert-novice study. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA
21. Forman, E. A. and Ford, M. J. Authority and accountability in light of disciplinary practices in science, Manuscript submitted for publication. in review
22. Goldman, S. R., Duschl, R. A., Ellenbogen, K., Williams, S. M. and Tzou, C. T. 2002. "Science inquiry in a digital world: Possibilities for making thinking visible". In Cognition in a digital world, Edited by: Oostendorp, H. V. 253-284. Mahwah, NJ: Erlbaum.
23. Holland, D., Lachicotte, W., Skinner, D. and Cain, C. 1998. Identity and agency in cultural worlds, Cambridge, MA: Harvard University Press.
24. Klahr, D., Chen, Z. and Toth, E. E. 2001. "Cognitive development and science education: Ships passing in the night or beacons of mutual illumination?". In Cognition and Instruction: 25 years of progress, Edited by: Carver, S. M. and Klahr, D. Mahwah, NJ: Erlbaum.
25. Klayman, J. and Ha, Y. 1987. Confirmation, disconfirmation and information in hypothesis testing. Psychological Review, 94(2): 211-228.
26. Kuhn, D. 1991. The skills of argument., New York, NY: Cambridge University Press.
27. Kuhn, D. 1993. Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3): 319-337.
28. Kuhn, D. 2005. Education for thinking, Cambridge, MA: Harvard University Press.
29. Kuhn, D., Iordanou, K., Pease, M. and Wirkala, C. 2008. Beyond control of variables: What needs to develop to achieve skilled scientific thinking?. Cognitive Development, 23: 435-451.
30. Latour, B. 1999. Pandora's hope: Essays on the reality of science studies, Cambridge, MA: Harvard University Press.
31. Lederman, N. G. 1992. Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4): 331-359.
32. Lemke, J. 1990. Talking science: Language, learning and values, Westport, CT: Ablex Publishers.
33. Longino, H. 2002. The fate of knowledge, Princeton, NJ: Princeton University Press.
34. Matusov, E. 2009. Journey into dialogic pedagogy, Hauppauge, NY: Nova Publishers.
35. Mayo, D. 1996. Error and the growth of experimental knowledge., Chicago, IL: University of Chicago Press.
36. Means, M. L. and Voss, J. F. 1996. Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14: 139-179.
37. Mercer, N. and Littleton, K. 2007. Dialogue and the development of children's thinking, New York, NY: Routledge.
38. Michaels, S., Shouse, A. and Schweingruber, H. 2008. Ready, set, science! Putting research to work in K-8 science classrooms, Washington, DC: National Academies Press.
39. Mortimer, E. and Scott, P. 2003. Meaning making in secondary classrooms, Maidenhead, UK: Open University Press.
40. National Research Council. 2012. A framework for K-12 science education: Practices, cross-cutting concepts and core ideas, Washington, DC: National Academies Press.
41. Nickerson, R. S. 1998. Confirmation bias: An ubiquitous phenomenon in many guises. Review of General Psychology, 2(2): 175-220.
42. Osborne, J., Collins, S., Ratcliffe, M., Millar, R. and Duschl, R. 2003. What "ideas about science" should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7): 692-720.
43. Pera, M. 1994. The discourses of science, Chicago, IL: The University of Chicago Press.
44. Ratcliffe, M. 1999. Evaluation of abilities in interpreting media reports of scientific research. International Journal of Science Education, 21(10): 1085-1099.
45. Reiser, B. J. 2004. Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3): 273-304.
46. Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F. and Leone, A. J. 2001. "BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms". In Cognition and instruction: Twenty-five years of progress, Edited by: Carver, S. M. and KIahr, D. Mahwah, NJ: Erlbaum.
47. Remillard, J. T. 2005. Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2): 211-246.
48. Rouse, J. 1996. Engaging science: How to understand its practices philosophically, Ithaca, NY: Cornell University Press.
49. Sandoval, W. A. and Reiser, B. J. 2004. Explanation-driven inquiry: Integrating conceptual and epistemic supports for science inquiry. Science Education, 88: 345-372.
50. Schwab, J. J. 1962. The teaching of science as enquiry. In J. Schwab & P. Brandwein (Eds.),. The teaching of science,: 1-103. (pp.) Cambridge, MA: Harvard University Press.
51. Stewart, J. and Rudolph, J. L. 2001. Considering the nature of scientific problems when designing science curricula. Science Education, 85: 207-222.
52. Toth, E. E., Klahr, D. and Chen, Z. 2000. Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children. Cognition and Instruction, 18(4): 423-459.
53. Toulmin, S. 1958. The uses of argument, New York, NY: Cambridge University Press.
54. Triona, L. M. and Klahr, D. 2003. Point and click or grab and heft: Comparing the influence of physical and virtual instructional materials on elementary school students' ability to design experiments. Cognition and Instruction, 21: 149-173.
55. Voloshinov, V. N. 1973. Marxism and the philosophy of language, Cambridge, MA: Harvard University Press.
56. Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
57. Wells, G. 1999. Dialogic inquiry: Towards a sociocultural practice and theory of education, New York, NY: Cambridge University Press.
58. Wertsch, J. V. 1991. Voices of the mind, Cambridge, MA: Harvard University Press.
59. Whitehead, A. N. 1929. The aims of education and other essays, New York: The Free Press.
60. Windschitl, M., Thompson, J. and Braaten, M. 2008. How novice teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26: 310-378.
61. Wollman, W., Eylon, B. S. and Lawson, A. E. 1979. Acceptance of lack of closure: Is it an index of advanced reasoning?. Child Development, 50(3): 656-665.