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Argumentation in science education as an evolving concept: Following the object of activity

Abstract:

The paper argues that the way we realise or define argumentation in a research project aiming at promoting the practice in primary science education should not be considered as something static and pre-given but may change during the various phases of the project, based on stakeholders' motives and needs. This claim is supported through the findings of a two-year empirical study that took place in Cyprus, which illustrate in detail the transformations that the definition and meaning of argume...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1016/j.lcsi.2017.05.003

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Institution:
University of Oxford
Oxford college:
St Cross College
Role:
Author
Publisher:
Elsevier Publisher's website
Journal:
Learning, Culture and Social Interaction Journal website
Volume:
14
Pages:
51-66
Publication date:
2017-06-07
Acceptance date:
2017-05-22
DOI:
EISSN:
2210-657X
ISSN:
2210-6561
Source identifiers:
702290
Keywords:
Pubs id:
pubs:702290
UUID:
uuid:7935277d-1c39-4c34-bebb-12a6ddbb4014
Local pid:
pubs:702290
Deposit date:
2017-08-12

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