Periódico: International
Journal of Science Education
Publicação: Volume 34, Number 10, Jul
2012, pp. 1535-1554
Título do artigo: Exploring Opportunities
for Argumentation in Modelling Classrooms
Published
online: 27 Jun 2011
Abstract
On several levels it can be said that the act
of modelling in science is inherently an argumentative act. That is, in virtually
all aspects of modelling, from developing a question to judging between
competing models that might answer that question, an individual is engaged in
persuasive acts. Those acts may be private or public. They may be mental,
written or oral, but they are about judging ideas and making sense of them;
convincing oneself or others that the ideas and ways of looking at and
explaining a phenomenon are useful. These acts are what scientists find
exciting. They are what make science intellectually interesting and
challenging. Inviting students into this practice is one way to help them learn
both the content and process of science. This paper introduces a framework that
is attentive to the research on how people learn while simultaneously pushing
for curriculum and instruction that engages students in elements of the
practice of science. We explore how this framework can be used to foster
argumentation by describing the theoretical underpinnings of the framework and
using classroom examples to illustrate the utility of the framework for
promoting argumentation.
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