Understanding Students’ Reasoning: Argumentation Schemes as an Interpretation Method in Science Education

Science & Education 22 (5):1069-1087 (2013)
Download Edit this record How to cite View on PhilPapers
Abstract
The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues.
Keywords
No keywords specified (fix it)
PhilPapers/Archive ID
KONUSR
Upload history
Archival date: 2022-01-06
View other versions
Added to PP
2018-02-15

Downloads
64 (#61,900)

6 months
21 (#39,935)

Historical graph of downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.
How can I increase my downloads?