The Nature and Development of Hypothetico-Predictive Argumentation with Implications for Science Teaching

Autor/in	Lawson, Anton E.
Titel	The Nature and Development of Hypothetico-Predictive Argumentation with Implications for Science Teaching
Quelle	In: International Journal of Science Education, 25 (2003) 11, S.1387-1408 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Science Instruction; Persuasive Discourse; Concept Formation; Discourse Modes; Rhetorical Invention; Logical Thinking; Hypothesis Testing; Prediction; Cognitive Mapping; Scientific Methodology; Science Process Skills; Thinking Skills + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Concept learning; Begriffsbildung; Diskursethik; Hypothesenprüfung; Hypothesentest; Vorhersage; Denkfähigkeit
Abstract	This paper explicates a pattern of scientific argumentation in which scientists respond to causal questions with the generation and test of alternative hypotheses through cycles of hypothetico-predictive argumentation. Hypothetico-predictive arguments are employed to test causal claims that exist on at least two levels (designated stage 4 in which the causal claims are perceptible, and stage 5 in which the causal claims are imperceptible). Origins of the ability to construct and comprehend hypothetico-predictive arguments at the highest level can be traced to pre-verbal reasoning of the sensory-motor child and the gradual internalization of verbally mediated arguments involving nominal, categorical, causal and, finally, theoretical propositions. Presumably, the ability to construct and comprehend hypothetico-predictive arguments (an aspect of procedural knowledge) is necessary for the construction of conceptual knowledge (an aspect of declarative knowledge) because such arguments are used during concept construction and conceptual change. Science instruction that focuses on the generation and debate of hypothetico-predictive arguments should improve students' conceptual understanding and their argumentative/reasoning skills. (Contains 4 figures and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10