Utilizing argumentation to teach nature of science
McDonald, Christine V. & McRobbie, Campbell J. (2012) Utilizing argumentation to teach nature of science. In Fraser, Barry J., Tobin, Kenneth G., & McRobbie, Campbell J. (Eds.) Second International Handbook of Science Education. Springer, London, pp. 969-986.
The quest for the achievement of informed nature of science (NOS) views for all learners continues to inspire science educators to seek out effective instructional interventions to aid in the development of learners’ NOS views. Despite the extensive amount of research conducted in the field, the development of informed NOS views has been difficult to achieve, with many studies reporting difficulties in changing learners’ NOS views. Can engaging learners in argumentation lead to improvements in their NOS views? This review answers this question by examining studies which have explored NOS and argumentation in science education. The review also outlines a rationale for incorporating argumentation in science education, together with a brief overview of important recent studies in the field. Implications drawn from this review suggest that the incorporation of explicit NOS and argumentation instruction, together with consideration of various contextual, task-specific and personal factors which could mediate learners’ NOS views and engagement in argumentation, could lead to improvements in learners’ views of NOS.
Impact and interest:
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|Item Type:||Book Chapter|
|Keywords:||Nature of science, Science education, Argumentation, Implications for science education, Explicit nature of science instruction|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Deposited On:||09 Apr 2012 21:58|
|Last Modified:||12 Jun 2013 14:42|
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