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Publication Date: 2013-01-01
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Sánchez Mejía, L., González Abril, J., & García Martínez, Álvaro. (2013). Argumentation in scence education. Latinoamericana De Estudios Educativos, 9(1), 11–28. Retrieved from https://ucaldas.metarevistas.org/index.php/latinoamericana/article/view/4989
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Abstract
How argumentation in the context of Science education is the object of study of different research studies on communication, learning and thought development processes is illustrated in this article. Taking into consideration the present purposes of Science education, it is important to consider argumentation as a current and highly promising investigation line in this area of knowledge. Similarly, it is necessary to consider Stephen Toulmin’s contributions to the philosophical proposal as well as their value for innovation in the Science learning-teaching process in the XXI Century. Similarly, the relationship between social constructivism and argumentation, which considers learning as a knowledge construction process is shown. In the same way, some proposals on how argumentation promotes outcomes such as knowledge of Natural Sciences and development of citizenship skills are presented. Finally, some design principles to promote argumentation are included.
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References
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Brown, A. y Campione, J. (1990). “Communities of learning and thinking, or a context by any other name”. Human Development, 21, pp. 108-126.
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Cole, M., y Engeström, Y. (1993). “A cultural-historical approach to distributed cognition”. En: Salomon, G. (ed.). Distributed cognitions: Psychological and educational considerations (pp. 1-469). Cambridge, MA: Cambridge University Press.
Dankert, S. y Ratcliffe, M. (2008). “Social aspects of argumentation”. En: Jiménez-Aleixandre, M. y Erduran, S. (eds.). Argumentation in science education. Perspectives from classroombased research (pp. 117-136). Vol. 35. Springer.
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Erduran, S. y Jiménez-Aleixandre, M. (eds.). (2007). Argumentation in Science education: Perspectives from classroom-based research. New York: Springer.
García-Mila, M. y Andersen, C. (2008). “Cognitive foundations of learning argumentation”. En: Jiménez-Aleixandre, M. y Erduran, S. (eds.). Argumentation in science education. Perspectives from classroom-based research (pp. 29-46). Vol. 35. Springer.
Henao, B. (2010). Hacia la construcción de una ecología representacional: Aproximación al aprendizaje como argumentación, desde la Perspectiva de Stephen Toulmin. Universidad de Burgos, Programa Internacional de Doctorado, Enseñanza de las Ciencias, Departamento de Didácticas Específicas. En: http://dspace.ubu.es:8080/tesis/bitstream/10259/144/1/Henao_Sierra.pdf [consultado el 22 de noviembre de 2012].
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Jiménez-Aleixandre, M. y Pereiro, C. (2002). “Knowledge producers or Knowledge consumers? Argumentation and decision making about environmental management”. International Journal of Science Education, No. 11, Vol. 24, pp. 1171-1190.
Kelly, G. J., Druker, S. y Chen, C. (1998). “Student’s reasoning about electricity: Combining performance assessment with argumentation analysis”. International Journal of Science Education, No. 7, Vol. 20, pp. 849-871.
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Mason, L. (1996). “An analysis of children’s construction of new knowledge through their use of reasoning and arguing in classroom discussions”. Qualitative Studies in Education, No. 4, Vol. 9, pp. 411-433.
Mortimer, E. y Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
Moschman, D. (1998). “Cognitive development beyond childhood”. En: Kuhn, D. y Siegler, R. S. (eds.). Handbook of child psychology: Vol. 2, Cognition, perception and language (pp. 947-978). 5th ed. New York: Wiley.
Osborne, J. (2010). “Arguing to Learn in Science: The Role of Collaborative, Critical Discourse”. Science Magazine, No. 5977, Vol. 328, pp. 463-466.
Osborne, J., Erduran, S. y Simon S. (2004). “Enhancing the quality of argumentation in school science”. Journal of Research in Science Teaching, No. 10, Vol. 41, pp. 994-1020.
Rehg, W. (2009). The Science Wars, Argumentation Theory, and Habermas. Cambridge: The MIT Press. p. 1-20. En: http://mitpress.mit.edu/books/chapters/0262182718chap1.pdf [consultado el 29 de enero de 2013].
Sandoval, W. y Reiser, B. (2004). “Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry”. Science Education, 88, pp. 345-372.
Simon, S., Erduran, S. y Osborne, J. (2006). “Learning to teach argumentation: Research and development in the science classroom”. International Journal of Science Education, No. 2-3, Vol. 28, pp. 235-260.
Toulmin, S. (1977). La comprensión humana: el uso colectivo y la evolución de los conceptos. Madrid: Alianza Editorial.
________. (2003). Regreso a la razón. Barcelona: Ediciones Península.
________. (2007). Los usos de la argumentación. Barcelona: Ediciones Península.
Toulmin, S., Rieke, T. y Janik, A. (1979). An introduction to reasoning. New York: Macmillan. Versión de Carlos Gutiérrez, C. Virtual Books. En: http://www.geocities.com/prolenguaje/elemargumtoul.htm
Vygotsky, L. (1978). Pensamiento y lenguaje. Barcelona: Editorial Latuario. p. 181. En: http://cvc.cervantes.es/lengua/thesaurus/pdf/20/TH_20_002_191_0.pdf [consultado el 3 septiembre de 2011].
________. (1988). El desarrollo de los procesos psicológicos superiores. México: Editorial Crítica, Grupo Editorial Grijalbo.
Wenzel, J.W. (1990). “Three perspectives on argument: rhetoric, dialectic, logic”. En: Trapp, R. y Schuetz, J. (eds.). Perspectives on Argumentation. Essays in the Honor of Wayne Brockriede (pp. 9-26). Illinois: Waveland Press.
Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teachers’ professional development. Dordrecht, The Netherlands: Kluwer Academic.
Zohar, A. y Nemet, F. (2002). “Fostering Student’s knowledge and argumentation skills though dilemmas in Human Genetics”. Journal of Research in Science Teaching, 39, pp. 35-62.
Baker, M. (2002). “Argumentative interactions, discursive operations and learning to model in science”. En: Brna, P., Baker, M., Stening, K. y Tiberghien, A. (eds.). The role of communication in learning to model (pp. 303-324). Mahwah, NJ: Lawrence Erlbaum.
Brown, A. (1992). “Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings”. The Journal of the Learning Sciences, No. 2, Vol. 2, pp. 141-178.
Brown, A. y Campione, J. (1990). “Communities of learning and thinking, or a context by any other name”. Human Development, 21, pp. 108-126.
Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., y Campione, J. (1993). “Distributed expertise in the classroom”. En: Salomon. G. (ed.). Distributed cognitions: Psychological and educational considerations (pp. 188-228). Cambridge, MA: Cambridge University Press.
Cole, M., y Engeström, Y. (1993). “A cultural-historical approach to distributed cognition”. En: Salomon, G. (ed.). Distributed cognitions: Psychological and educational considerations (pp. 1-469). Cambridge, MA: Cambridge University Press.
Dankert, S. y Ratcliffe, M. (2008). “Social aspects of argumentation”. En: Jiménez-Aleixandre, M. y Erduran, S. (eds.). Argumentation in science education. Perspectives from classroombased research (pp. 117-136). Vol. 35. Springer.
Driver, R., Newton, P. y Osborne, J. (2000). “Establishing the norms of scientific argumentation in classroom”. [Versión electrónica].Science Education, No. 84, Vol. 3, pp. 287-312. En: http://www3.interscience.wiley.com/journal/71007660/issue [consultado el 14 de febrero de 2013].
Duschl, R. (2008). “Quality argumentation and epistemic criteria”. En: Jiménez-Aleixandre, M. y Erduran, S. (eds.). Argumentation in science education. Perspectives from classroombased research (pp. 159-178). Vol. 35. Springer.
Erduran, S. y Jiménez-Aleixandre, M. (eds.). (2007). Argumentation in Science education: Perspectives from classroom-based research. New York: Springer.
García-Mila, M. y Andersen, C. (2008). “Cognitive foundations of learning argumentation”. En: Jiménez-Aleixandre, M. y Erduran, S. (eds.). Argumentation in science education. Perspectives from classroom-based research (pp. 29-46). Vol. 35. Springer.
Henao, B. (2010). Hacia la construcción de una ecología representacional: Aproximación al aprendizaje como argumentación, desde la Perspectiva de Stephen Toulmin. Universidad de Burgos, Programa Internacional de Doctorado, Enseñanza de las Ciencias, Departamento de Didácticas Específicas. En: http://dspace.ubu.es:8080/tesis/bitstream/10259/144/1/Henao_Sierra.pdf [consultado el 22 de noviembre de 2012].
Jiménez-Aleixandre, M. y Díaz, J. (2003). “Discurso de aula y argumentación en la clase de ciencias: cuestiones teóricas y metodológicas”. Enseñanza de las Ciencias, No. 3, Vol. 21, pp. 359-370. En: http://ensciencias.uab.es/revistes/21-3/359-370.pdf [consultado el 17 de diciembre de 2012].
Jiménez-Aleixandre, M., López, R. y Erduran, S. (2005). Argumentative quality and intellectual ecology: A case study in primary school. Paper presented at the National Association for research in Science Teaching (NARST) Annual Meeting. Dallas, TX, April.
Jiménez-Aleixandre, M. y Pereiro, C. (2002). “Knowledge producers or Knowledge consumers? Argumentation and decision making about environmental management”. International Journal of Science Education, No. 11, Vol. 24, pp. 1171-1190.
Kelly, G. J., Druker, S. y Chen, C. (1998). “Student’s reasoning about electricity: Combining performance assessment with argumentation analysis”. International Journal of Science Education, No. 7, Vol. 20, pp. 849-871.
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press.
Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Mason, L. (1996). “An analysis of children’s construction of new knowledge through their use of reasoning and arguing in classroom discussions”. Qualitative Studies in Education, No. 4, Vol. 9, pp. 411-433.
Mortimer, E. y Scott, P. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
Moschman, D. (1998). “Cognitive development beyond childhood”. En: Kuhn, D. y Siegler, R. S. (eds.). Handbook of child psychology: Vol. 2, Cognition, perception and language (pp. 947-978). 5th ed. New York: Wiley.
Osborne, J. (2010). “Arguing to Learn in Science: The Role of Collaborative, Critical Discourse”. Science Magazine, No. 5977, Vol. 328, pp. 463-466.
Osborne, J., Erduran, S. y Simon S. (2004). “Enhancing the quality of argumentation in school science”. Journal of Research in Science Teaching, No. 10, Vol. 41, pp. 994-1020.
Rehg, W. (2009). The Science Wars, Argumentation Theory, and Habermas. Cambridge: The MIT Press. p. 1-20. En: http://mitpress.mit.edu/books/chapters/0262182718chap1.pdf [consultado el 29 de enero de 2013].
Sandoval, W. y Reiser, B. (2004). “Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry”. Science Education, 88, pp. 345-372.
Simon, S., Erduran, S. y Osborne, J. (2006). “Learning to teach argumentation: Research and development in the science classroom”. International Journal of Science Education, No. 2-3, Vol. 28, pp. 235-260.
Toulmin, S. (1977). La comprensión humana: el uso colectivo y la evolución de los conceptos. Madrid: Alianza Editorial.
________. (2003). Regreso a la razón. Barcelona: Ediciones Península.
________. (2007). Los usos de la argumentación. Barcelona: Ediciones Península.
Toulmin, S., Rieke, T. y Janik, A. (1979). An introduction to reasoning. New York: Macmillan. Versión de Carlos Gutiérrez, C. Virtual Books. En: http://www.geocities.com/prolenguaje/elemargumtoul.htm
Vygotsky, L. (1978). Pensamiento y lenguaje. Barcelona: Editorial Latuario. p. 181. En: http://cvc.cervantes.es/lengua/thesaurus/pdf/20/TH_20_002_191_0.pdf [consultado el 3 septiembre de 2011].
________. (1988). El desarrollo de los procesos psicológicos superiores. México: Editorial Crítica, Grupo Editorial Grijalbo.
Wenzel, J.W. (1990). “Three perspectives on argument: rhetoric, dialectic, logic”. En: Trapp, R. y Schuetz, J. (eds.). Perspectives on Argumentation. Essays in the Honor of Wayne Brockriede (pp. 9-26). Illinois: Waveland Press.
Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teachers’ professional development. Dordrecht, The Netherlands: Kluwer Academic.
Zohar, A. y Nemet, F. (2002). “Fostering Student’s knowledge and argumentation skills though dilemmas in Human Genetics”. Journal of Research in Science Teaching, 39, pp. 35-62.
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