Research on Argumentation in Science Education: A Content Analysis of Key Journals

• In Event: Advancing Teachers Through Research

Abstract

Content analysis of journals provides researchers with insight into recent and emerging trends of key themes in the literature. ‘Argumentation’ research in science education that has “gained significant attention” in recent years (Lee et al., 2009, p.2016). The primary objective of this paper is to review argumentation studies in science education published from 1998 to 2009 in key science education journals: Science Education, International Journal of Science Education, and Journal of Research in Science Teaching. The paper investigates how ‘argumentation’ has been covered in these journals. Content analysis was performed on the basis of epistemic, linguistic and social aspects of argumentation. Results in the trends will be discussed.

Authors

• Sibel Erduran, University of Bristol

• Yasemin Ozdem, Middle East Technical University

• Jee-Young Park, Seoul National University