IOE EPrints

The place of argumentation in the pedagogy of school science

Newton, Paul E. and Driver, R. and Osborne, J. (1999) The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21 (5). pp. 553-576. ISSN 1464-5289. DOI UNSPECIFIED

Full text not available from this repository.
SFX image for help Not from UCL IOE? image for help

Abstract

The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers' responses to this finding, we highlighted two major explanations: firstly, limitations in teachers' pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system.

Item Type: Article
Additional Information: The place of argumentation in the pedagogy of school science
Divisions: IOE Departments > Departments > Curriculum, Pedagogy and Assessment
Depositing User: Atira Pure
Date Deposited: 01 Jun 2013 02:14
Last Modified: 29 Jan 2015 09:02
View Item View Item