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Journal article

The pedagogy of argumentation in science education: Science teachers’ instructional practices

Abstract:

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into t...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted manuscript

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Publisher copy:
10.1080/09500693.2017.1336807

Authors


Özdem Yilmaz, Y More by this author
Cakiroglu, J More by this author
Ertepinar, H More by this author
More by this author
Department:
St Cross College
Publisher:
Taylor and Francis Publisher's website
Journal:
International Journal of Science Education Journal website
Volume:
39
Issue:
11
Pages:
1443-1464
Publication date:
2017-06-18
Acceptance date:
2017-05-27
DOI:
EISSN:
1464-5289
ISSN:
0950-0693
Pubs id:
pubs:708127
URN:
uri:9e32f2a6-1217-4369-8e26-ccf721f00fe8
UUID:
uuid:9e32f2a6-1217-4369-8e26-ccf721f00fe8
Local pid:
pubs:708127

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