Argumentation in Science Education Research Perspectives from Europe

• Published in: Science Education Research and Practice in Europe pp. 253 - 289
• Main Authors: Erduran, Sibel, Jiménez Aleixandre, Maria Pilar
• Format: Book Chapter
• Language: English
• Published: Rotterdam SensePublishers 2012
• Series: Cultural Perpectives in Science Education
• Subjects: Continuous Professional Development; Educational Sciences; Pedagogik; Pedagogy; Professional Development; Samhällsvetenskap; Science Classroom; Science Education; Science Teacher; Social Sciences; Utbildningsvetenskap
• ISBN: 9789460918988; 9460918999; 9460918980; 9789460919008; 9460919006; 9789460918995
• DOI: 10.1007/978-94-6091-900-8_11

Argumentation studies in science education are relatively young. It can be said that classroom-based research in scientific argumentation began in the 1990s. The first batch of studies focused on exploring whether science classroom environments favoured argumentation, an exploration with negative outcomes (e.g., Driver, Newton & Osborne, 2000), as well as on investigating students’ argumentation (e.g., Duschl, Ellenbogen, & Erduran, 1999; Jimenez-Aleixandre, Bugallo & Duschl, 2000; Kolste, 2006; Kortland, 1996). As the field continued to develop, the focus shifted towards an interest in the quality of arguments, or how to analyze the development of students’ argumentation competences (e.g., Erduran, 2008; Erduran, Simon & Osborne, 2004). In the last few years there is an emerging interest about how to support students’ engagement in argumentation, through the design of learning environments (e.g., Jimenez-Aleixandre, 2008; Mork, 2005) and professional development of science teachers (e.g, Erduran, Ardac & Yakmaci- Guzel, 2006; Erduran, 2006; Simon, Erduran & Osborne, 2006).