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Arguing and Reasoning in Understanding Historical Topics

Clotilde Pontecorvo & Hilda Girardet

Ethics and Behavior 11 (3):365-395 (1993)

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Deliberation versus Dispute: The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom.Mark Felton, Merce Garcia-Mila & Sandra Gilabert - 2009 - Informal Logic 29 (4):417-446.details Researchers in science education have converged on the view that argumentation can be an effective intervention for promoting knowledge construction in science classrooms. However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In (...) Download Export citation Bookmark 3 citations
Argumentation and learning.Baruch B. Schwarz - 2009 - In Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.), Argumentation and education. New York: Springer. pp. 91--126.details Download Export citation Bookmark 4 citations
Youth Voting, Rational Competency, and Epistemic Injustice.Michael Baumtrog - 2021 - Informal Logic 42 (4):41-55.details In 1970 the voting age in Canada changed from 21 to 18. Since then, there have been calls to lower it further, most commonly to age 16. Against the motion, however, it has been argued that youth may lack the ability to exercise a mature and informed vote. This paper argues against that worry and shows how restricting youth from voting on the basis of a misbelief about their abilities amounts to an epistemic injustice. Download Export citation Bookmark 1 citation
Young Children’s Reasoning About Physical & Behavioural Family Resemblance: Is There a Place for a Precursor Model of Inheritance?Marida Ergazaki, Aspa Alexaki, Chrysa Papadopoulou & Marieleni Kalpakiori - 2014 - Science & Education 23 (2):303-323.details Download Export citation Bookmark
Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science.Agustín Adúriz-Bravo - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1443-1472.details This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and (...) Download Export citation Bookmark 8 citations
International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.details This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) Download Export citation Bookmark 14 citations

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