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Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education

Abstract:

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children’s argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin’s Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- an...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Publisher's Version

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Publisher copy:
10.1007/s11422-017-9847-8

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Institution:
University of Oxford
Division:
Social Sciences Division
Department:
Education
Oxford college:
St Cross College
ORCID:
0000-0001-5226-0136
Publisher:
Springer Publisher's website
Journal:
Cultural Studies of Science Education Journal website
Volume:
13
Issue:
4
Pages:
1091–1099
Publication date:
2018-01-10
Acceptance date:
2017-09-16
DOI:
EISSN:
1871-1510
ISSN:
1871-1502
Pubs id:
pubs:821482
URN:
uri:e5386620-2e2b-4463-b17e-e1d6e4a77ef6
UUID:
uuid:e5386620-2e2b-4463-b17e-e1d6e4a77ef6
Local pid:
pubs:821482

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