Teaching and Learning Argumentation in Science Education: Science Educators' Critical Review

• In Event: Poster Session 4
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

Indeed there is a need for the use of public knowledge to make decisions about how tools are used in practice. This critical review was designed to examine how the literature deals with the role of the teacher in modeling and facilitating the argumentation in science classrooms. We addressed the findings of 11 studies between 1999 and 2013. Relevant studies were skimmed under two categories: Toulmin’s Argumentation Model as theoretical framework and teachers’ role. Results indicated that teachers created new materials and strategies and developed portfolios to facilitate and evaluate students’ use of argumentation. In addition, teachers’ knowledge about students’ conceptions, time concerns, lack of resources and knowledge about how to implement argumentation limited their use of the tool.

Authors

• Ozden Sengul, Georgia State University

• Janice B. Fournillier, Georgia State University