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Dialectical Features of Students’ Argumentation: A Critical Review of Argumentation Studies in Science Education

机译:学生论证的辩证法特征:科学教育论证研究的批判性回顾

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This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.
机译:本文探讨了使用Toulmin模型分析学生的对话论证所面临的挑战。本文提出了关于真实对话论证的实证研究的理论阐述。对话论证体现了辩证法特征,即当学生通过提供论证并批判性地与他人提供的论证进行协作来管理分歧时所发挥的作用。该论文认为,虽然从图尔米尼亚的观点不能轻易理解辩证特征,但看来对它们进行调查是进行图尔米尼亚分析的前提。对科学教育中学生论证的十篇最重要论文中的五篇进行了详尽的评论,证实了这一主张。这导致了令人惊讶的想法,即论证链中的实证研究,即使是那些采用非辩证框架(例如Toulmin模型)的研究,也隐含地努力去适应学生话语的辩证特征。本文最后探讨了一些学者如何直接参与这些辩证法特征。它提出了五个关键问题,需要在持续的学术讨论中加以解决。

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