A Critical Review: Connecting Nature of Science and Argumentation

Autor/in	Soysal, Y.
Titel	A Critical Review: Connecting Nature of Science and Argumentation
Quelle	In: Science Education International, 26 (2015) 4, S.501-521 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Science Instruction; Persuasive Discourse; Correlation; Educational Research; Online Searching; Science Education; Periodicals; Conference Papers; Books; Reputation; Epistemology; Teaching Methods; Predictor Variables; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Korrelation; Bildungsforschung; Pädagogische Forschung; Online-Recherche; Naturwissenschaftliche Bildung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Konferenzmaterial; Book; Buch; Monographie; Monografie; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor
Abstract	The purpose of this critical review is to examine studies incorporating interconnectedness between Nature of Science (NOS) and Argumentation. This in-depth critical review seeks to illuminate insights and direction of the linkage between these two eminent research fields in science education. It involves a computerized, web-based search to provide relevant studies consisting of conference papers, academic and peer-reviewed journals and well-known book chapters. The main selection criterion is the appropriateness of included products associated with the purpose of the review. Reputation of the research and recent impacts factors of higher-quality products are indicatives in specifying selection criteria. Additively, methodological aspect is considered to draw a more complete and holistic portrayal of the related studies regarding Argumentation and NOS. The presence of an Aptitude-Treatment Interaction (ATI) effect between NOS and argumentation instruction and, in addition to NOS understanding, gives necessary consideration to learners' Scientific Personal Epistemological Beliefs (SEBs) found to be prominent implications of the review. Other functional and methodological implications are also pointed out for further research related to the linkage between NOS and argumentation. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01