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Teaching and learning science as argument
Author(s) -
Kuhn Deanna
Publication year - 2010
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20395
Subject(s) - argumentation theory , argument (complex analysis) , science education , science learning , philosophy of science , key (lock) , mathematics education , epistemology , sociology , psychology , computer science , philosophy , chemistry , biochemistry , computer security
The concept of science as argument, and the view that engaging in scientific argumentation should play a key role in science education, has become widely endorsed. The case is made here that this objective will be enhanced by broad understanding of the nature of argument skills and their directions and patterns of development. A line of research directed to this goal is described. © 2010 Wiley Periodicals, Inc. Sci Ed 94 :810–824, 2010