The place of argumentation in the pedagogy of school science

• Published in: International journal of science education Vol. 21; no. 5; pp. 553 - 576
• Main Authors: Newton, Paul, Driver, Rosalind, Osborne, Jonathan
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.05.1999; Taylor & Francis
• Subjects: Argumentation; Classroom Communication; Classroom Environment; Curriculum subjects: programmes and methods; Discourse Analysis; Diskussion; Educational sciences; Exact and natural sciences; Foreign Countries; Fähigkeit; Lehrerrolle; Persuasive Discourse; Science Instruction; Science Process Skills; Scientific Principles; Secondary Education; Teacher Student Relationship; Teaching methods; United Kingdom; Unterrichtsstil; United Kingdom; Teaching Practice; Argumentation; Teacher attitude; Science Education; Educational Model; Discussion; Lower Secondary
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/095006999290570

The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construction of knowledge, that are afforded by the use of argument-based pedagogical techniques, were few and far between. After a discussion of teachers´ responses to this finding, we highlighted two major explanations: firstly, limitations in teachers´ pedagogical repertoires; secondly, external pressures imposed upon science teachers in England by the National Curriculum and its assessment system. (Autorenreferat).