Teaching and Learning Science as Argument

被引：245

作者：

Kuhn, Deanna ^{[1
]}

机构：

[1] Columbia Univ, Teachers Coll, New York, NY 10027 USA

来源：

SCIENCE EDUCATION | 2010年 / 94卷 / 05期

关键词：

SCIENTIFIC ARGUMENTATION; INQUIRY; SKILLS; EPISTEMOLOGY; PERSPECTIVES; KNOWLEDGE; EDUCATION; DEVELOP; NEEDS; OWN;

D O I：

10.1002/sce.20395

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The concept of science as argument, and the view that engaging in scientific argumentation should play a key role in science education, has become widely endorsed. The case is made here that this objective will be enhanced by broad understanding of the nature of argument skills and their directions and patterns of development. A line of research directed to this goal is described. (c) 2010 Wiley Periodicals, Inc. Sci Ed 94:810-824, 2010

引用

页码：810 / 824

页数：15

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