Driver, Rosalind; Newton, Paul; Osborne, Jonathan. Science Education, v84 n3 p May Develops the case for the inclusion and central role of argument in science education. Discusses the function and purpose of dialogical argument in the social construction of scientific knowledge and interpretation of empirical data. (Author/CCM). Alexopoulou, E. Driver, R. (). Small group discussions in physics: peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), – Google Scholar. ; Driver, Newton, Osborne, ; Millar Osborne, ). Science education requires a focus on how evidence is used to construct explanations, that is, on examining the data and warrants that form the substantive basis of belief in scientific ideas and theories, and on understanding the criteria used in science to evaluate evidence (Osborne.
). This is possible with the argumentation process because the argumentation theory is to develop strategies to solve problems, events, and controversial situations. Driver, Newton, and Osborne () stated the role of argumentation in science education as learning science does not just know. In addition, the most cited articles in co-citations belong to Driver, Newton and Osborne () and Osborne, Erduran and Simon () and Zohar and Nemet (). Corresponding Author. www.doorway.rue@www.doorway.ru; King's College London, Franklin Wilkins Building, Waterloo Road, London SE1 8WA, UK. King's College London, Franklin Wilkins Building, Waterloo Road, London SE1 8WA, UKSearch for more papers by this author.
argumentation skills can help students acquire knowledge (Driver, Newton, Osborne, ; Schwarz, Neuman, Gil, Iiya, ; Zohar Nemet, ), and. standing of scientific practice and, subsequently, scientific literacy. This study of Driver, Newton, and Osborne (). Importantly, the number of. Anna Demko received her clinical doctorate from Salus University-Osborne Newton-Wellesley Hospital, Washington Street, Suite , Newton, MA.
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