Argumentation, Critical Thinking, Nature of Science and Socioscientific Issues: A Dialogue between Two Researchers

Autor/inn/en	Yacoubian, Hagop A.; Khishfe, Rola
Titel	Argumentation, Critical Thinking, Nature of Science and Socioscientific Issues: A Dialogue between Two Researchers
Quelle	In: International Journal of Science Education, 40 (2018) 7, S.796-807 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yacoubian, Hagop A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1449986
Schlagwörter	Critical Thinking; Persuasive Discourse; Guidelines; Comparative Analysis; Scientific Principles; Science Instruction; Thinking Skills; Decision Making; Controversial Issues (Course Content); Teaching Methods; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Kritisches Denken; Persuasion; Persuasive Kommunikation; Richtlinien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Decision-making; Entscheidungsfindung; Controversial issues; Kontroverse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this paper is to compare and contrast between two theoretical frameworks for addressing nature of science (NOS) and socioscientific issues (SSI) in school science. These frameworks are critical thinking (CT) and argumentation (AR). For the past years, the first and second authors of this paper have pursued research in this area using CT and AR as theoretical frameworks, respectively. Yacoubian argues that future citizens need to develop a critical mindset as they are guided to (1) practice making judgments on what views of NOS to acquire and (2) practice making decisions on SSI through applying their NOS understandings. Khishfe asserts that AR is an important component of decision making when dealing with SSI and the practice in AR in relation to controversial issues is needed for informed decision making. She argues that AR as a framework may assist in the development of more informed understandings of NOS. In this paper, the authors delve into a dialogue for (1) elucidating strengths and potential of each framework, (2) highlighting challenges that they face in their research using the frameworks in question, (3) exploring the extent to which the frameworks can overlap, and (4) proposing directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01