Exploring Opportunities for Argumentation in Modelling Classrooms

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

Autores: Cynthia M. Passmore^a* & Julia Svoboda^a

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.

Keywords: Argumentation, Model-based learning, Inquiry-based teaching

DOI: 10.1080/09500693.2011.577842

Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Periódico International Journal of Science Education

Publicação: Volume 35, Number 2, 1 January 2013 , pp. 335-355(21)

Título do artigo: Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Autores: Heap, Rena; France, Bev

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Abstract:

A group of preservice primary teachers (46) in their third year of a Bachelor of Education degree were overtly taught the nature of science (NOS) and nature of technology (NOT) within an authentic context of the issues of UV radiation. The research question asked was, ‘What characteristics of NOS and NOT are identified, illustrated and justified within an authentic context by the preservice teachers?’ This context was accessed via a web-based resource, ‘You, Me and UV’ (www.sciencelearn.org.nz), which provided preservice teachers with virtual access to the science research community. The goal of this research was to explore the potential of providing a virtual authentic resource, accompanied by explicit teaching of NOS and NOT, to develop preservice teachers' understandings of NOS and NOT. A data collection instrument where preservice teachers were required not only to identify examples of NOS and NOT, but also to justify and contextualise them from this context, was able to capture their level of understanding. It also showed the potential of an authentic context and the possibilities of a virtual resource to provide access to communities of practice of science and technology research.

Keywords: Authentic context; Authentic learning; Nature of science; Nature of technology; Teacher education; Virtual resource

DOI: http://dx.doi.org/10.1080/09500693.2011.653417