The role of argument in science education

Research and the Quality of Science Education

Volumn , Issue , 2005, Pages 367-380

  Osborne, Jonathan ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892232634     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/1-4020-3673-6_29     Document Type: Chapter

References (26)

1. Alverman, D. E., Qian, G. & Hynd, C. E. (1995). Effects of interactive discussion and text type on learning counterintuitive science concepts. Journal of Educational Research, 88, 146-154.
2. Bachelard, G. (1940). The Philosophy of No. Paris: Paris University Press.
3. Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
4. Duschl, R. A. & Erduran, S. (1996). Modelling the Growth of Scientific Knowledge. Paper presented at the First European Conference on Science Education, Leeds, UK.
5. Guskey, T. R. & Huberman, M. (1995). Professional Development in Education: New Paradigms and Practises. New York: Teachers' College Press.
6. Horton, R. (1971). African Traditional Thought and Western Science. In M. D. Young (Ed.), Knowledge and Control (pp. 208-266). London: Colin-MacMillan.
7. Hynd, C. & Alvermann, D. E. (1986). The Role of Refutation Text in Overcoming Difficulty with Science Concepts. Journal of Reading, 29(5), 440-446.
8. Joyce, B. & Showers, B. (1988). Student Achievement Through Staff Development. White Plains, NY: Longman.
9. Kuhn, D. (1991). The Skills of Argument. Cambridge: Cambridge University Press.
10. Lederman, N. & Abd-el-Khalick, F. (1998). Avoiding the De-natured Science: Activities that promote understandings of the Nature of Science. In W. F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies (pp. 83-126). Dordrecht: Kluwer.
11. Naylor, S. & Keogh, B. (2000). Concept Cartoons in Education. Sandbach: Millgate House Publishers.
12. Newton, P., Driver, R. & Osborne, J. (1999). The Place of Argumentation in the Pedagogy of School Science. International Journal of Science Education, 21(5), 553-576.
13. Nolen, S. B. (2003). Learning Environment, Motivation and Achievement in High School Science. Journal of Research in Science Teaching (40), 4.
14. Osborne, J. F. (2000). Science for Citizenship. In M. Monk & J. F. Osborne (Eds.), Good Practice in Science Teaching: What Research Has to Say (pp. 225-240). Buckingham: Open University Press.
15. Osborne, J. F., Erduran, S. & Simon, S. (2004). The IDEAS Project. London: King's College London.
16. Osborne, J. F., Erduran, S., Simon, S. & Monk, M. (2001). Enhancing the Quality of Argument in School Science. School Science Review, 82(301), 63-70.
17. Osborne, J. F., Simon, S. & Collins, S. (2003). Attitudes towards Science: A Review of the Literature and its Implications. International Journal of Science Education, 25(9), 1049-1079.
18. Ravetz, J. (2002). Reflections on the new tasks for science education. Unpublished Evidence submitted to the House of Commons Committee for Science and Technology.
19. Reddy, M. (1979). The conduit metaphor. In A. Ortony (Ed.), Metaphor and Thought. New York: Cambridge University Press.
20. Rogoff, B., Paradise, R., Mejía Arauz, R., Correa-Chávez, M. & Angelillo, C. (2003). Firsthand Learning Through Intent Participation. Annu. Rev. Psychol., 54, 175-203.
21. Schwarz, B. B., Neuman, Y., Gil, J. & Ilya, M. (2003). Construction of Collective and Individual Knowledge in Argumentative Activity. Journal of the Learning Sciences, 12(2), 219-256.
22. Solomon, J. (1991). Exploring the Nature of Science: Key Stage 3. Glasgow: Blackie.
23. Toulmin, S. (1958). The Uses of Argument. Cambridge: Cambridge University Press.
24. Von Aufschnaiter, C. (2004). Argumentation and Cognitive Processes in Science Education. Paper presented at the Annual Conference of the National Association for Research in Science Teaching, Vancouver.
25. Wells, G. (1999). Dialogic Inquiry: Towards a sociocultural theory and practice of education. New York: Cambridge University Press.
26. Zohar, A. & Nemet, F. (2002). Fostering Students' Knowledge and Argumentation Skills Through Dilemmas in Human Genetics. Journal of Research in Science Teaching, 39(1), 35-62.