What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education

Argumentation 27 (3):225-243 (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
PhilPapers/Archive ID
MACWSA-2
Revision history
Archival date: 2017-10-07
View upload history
References found in this work BETA
Argumentation Schemes.Walton, Douglas; Reed, Chris & Macagno, Fabrizio
The Uses of Argument.Toulmin, Stephen E.
Establishing the Norms of Scientific Argumentation in Classrooms.Driver, Rosalind; Newton, Paul & Osborne, Jonathan

View all 23 references / Add more references

Citations of this work BETA

Add more citations

Added to PP index
2012-11-08

Total views
147 ( #18,351 of 39,580 )

Recent downloads (6 months)
37 ( #13,019 of 39,580 )

How can I increase my downloads?

Downloads since first upload
This graph includes both downloads from PhilArchive and clicks to external links.