Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Dvora Katchevich1, Avi Hofstein2, Rachel Mamlok‐Naaman2
1The Weizmann Institute of Science,
2Department of Science Teaching, The Weizmann Institute of Science, Rehovot, Israel

Tóm tắt

Từ khóa


Tài liệu tham khảo

Abi-El-Mona, I., & Abd-El-Khalick, F. (2006). Argumentative discourse in a high school chemistry classroom. School Science and Mathematics, 106, 349–361.

Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30, 1945–1969.

Andriessen, J., & Schwarz, B. (2009). Argumentative design. In N. Muller-Mirza & A. N. Perret-Clermont (Eds.), Argumentation and education (pp. 145–174). New York: Springer.

Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: designing for learning from the Web with KIE. International Journal of Science Education, 22, 797–817.

Bybee, R. (2000). Teaching science as inquiry. In J. Minstrell & E. H. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Washington, DC: American Association for the Advancement of Science.

Cazden, C. (2001). Classroom discourse. Portsmouth: Heinemann.

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: a theoretical framework for evaluation inquiry tasks. Science Education, 86, 175–218.

Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socio-scientific issues in high school genetics. Research in Science Education, 40, 133–148.

Dkeidek, M., Mamlok-Naaman, R., & Hofstein, A. (2009). Inquiring about the inquiry chemistry laboratory in Arab high schools in Israel: A comparative study. Paper presented at the meeting of the European Science Education Research Association, Istanbul, Turkey.

Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76, 543–547. doi: 10.1021/ed076p543 .

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287–312.

Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39–72.

Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88, 915–933.

Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2001). Promoting science literacy with English language learners through instructional materials development: a case study. Bilingual Research Journal, 25, 479–501.

Glassner, A., & Schwarz, B. (2007). What stands and develops between creative and critical thinking? Argumentation? Thinking Skills and Creativity, 2, 10–18.

Gott, R., & Duggan, S. (2007). A framework for practical work in science and scientific literacy through argumentation. Research in Science & Technological Education, 25, 271–291.

Herron, M. D. (1971). The nature of scientific enquiry. The School Review, 79, 171–212.

Hodson, D. (1993). Re-thinking old ways: toward a more critical approach to practical work in school science. Studies in Science Education, 22, 85–142.

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundation for the 21st century. Science Education, 98, 28–54.

Hofstein, A., & Kind, P. (in press). Learning in and from science laboratories. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education. Dordrecht: Springer.

Hofstein, A., Levy, N. T., & Shore, R. (2001). Assessment of the learning environment of inquiry type laboratories in high-school chemistry. Learning Environments Research, 4, 193–207.

Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26, 47–62.

Hofstein, A., Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791–806.

Hofstein, A., Kipnis, M., & Kind, P. (2008). Learning in and from science laboratories: Enhancing students’ meta-cognition and argumentation skills. In C. L. Petroselli (Ed.), Science education issues and development (pp. 59–94). New York: Nova Science.

Hohenshell, L. M., & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: a mixed method study. International Journal of Science Education, 28, 261–289.

Israel Ministry of Education. (2007). New chemistry curriculum—laboratory unit: Teacher’s guide. Jerusalem: Author. in Hebrew.

Jiménez-Aleixandre, M. P. (2008). Designing argumentation learning environments. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 91–115). Dordrecht: Springer.

Jiménez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: argument in high school genetics. Science Education, 84, 757–792.

Kelly, G. J., Druker, S., & Chen, C. (1998). Students’ reasoning about electricity: combining performance assessment with argumentation analysis. International Journal of Science Education, 20, 849–871.

Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36, 1065–1084.

Kim, H., & Song, J. (2006). The features of peer argumentation in middle school students’ scientific inquiry. Research in Science Education, 36, 211–233.

Kind, P., Wilson, J., Hofstein, A., & Kind, V. (2010). Stimulating peer argumentation in the school science laboratory: Exploring the effect of laboratory task formats. Paper presented at the meeting of the National Association for Research in Science Teaching, Philadelphia.

Kipnis, M., & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6, 601–627.

Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentative reasoning. Cognition and Instruction, 15, 287–315.

Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 94–130). New York: Macmillan.

Lemke, J. (1990). Talking science: Language, learning, and values. Westport: Ablex.

Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and context for contemporary teaching. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 249–262). Dordrecht: Kluwer.

Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in school laboratory: An analysis of research, theory and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 393–441). Mahwah: Erlbaum.

Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informed reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14, 139–178.

Osborne, J. F. (2010). Arguing to learn in science: the role of collaborative, critical discourse. Science, 328, 463–466.

Osborne, J. F., & Chin, C. (2010). The role of discourse in learning science. In K. Littleton & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 88–102). London: Routledge.

Osborne, J. F., Erduran, S., & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41, 994–1020.

Richmond, G., & Striley, J. (1996). Making meaning in classrooms: social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33, 839–858.

Sadler, T. D. (2004). Informal reasoning regarding socio-scientific issues: a critical review of research. Journal of Research in Science Teaching, 41, 513–536.

Sampson, V., & Clark, D. B. (2008). Assessment of ways students generate arguments in science education: current perspectives and recommendations for future directions. Science Education, 92, 447–472.

Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71, 465–472.

Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. The Journal of the Learning Sciences, 12, 5–51.

Sandoval, W. A., & Millwood, K. A. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition and Instruction, 23, 23–55.

Schwab, J. J. (1962). The teaching of science as inquiry. In J. J. Schwab & P. F. Brandwein (Eds.), The teaching of science. Cambridge: Harvard University Press.

Simon, S., & Johnson, S. (2008). Professional learning portfolios for argumentation in school science. International Journal of Science Education, 30, 669–688.

Tien, L. T., & Stacy, M. (1996). The effects of instruction on undergraduate students’ inquiry skills. Paper presented at the meeting of the American Educational Research Association, New York.

Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Mahwah: Lawrence Erlbaum.

Watson, J. R., Swain, J. R. L., & McRobbie, C. (2004). Students’ discussions in practical scientific inquiries. International Journal of Science Education, 26, 25–45.

Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of Inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47, 276–301.

Yoon, S. Y., Bennett, W., Mendez, C. A., & Hand, B. (2010). Setting up conditions for negotiation in science. Teaching Science, 56, 51–55.

Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35–62.