A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning
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DOI：
10.1080/07370008.2012.689383
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发表时间：
2012-01-01
影响因子：
3.3
通讯作者：
Ford, Michael J.
中科院分区：
文献类型：
--
作者：
Ford, Michael J.
本文确定了科学实践中的论证方面，这些方面是科学意义的关键，并阐明了这些方面的参与如何发生在人与人之间和人与人之间（个人的推理）。在制度上，同行评议对科学中的新知识主张进行批判，并包括对错误的搜索，这可以表现为与新知识主张形成对比的替代可能性的生成和评估。批判影响着主张的建构，而这种相互作用又推动着意义建构的进步。本研究以一个高中物理课堂为实验对象，模拟了作者与审稿人之间的社会互动。这些学生随后参与各种形式的意义创造的能力与对照组进行了同样的活动，但没有模拟相关的社会互动。结果表明，重要的支持原则，实践为基础的方式来模拟科学话语在课堂上，以支持意义的制作。
This article identifies aspects of argumentation in scientific practice that are key for scientific sense-making and articulates how engagement in these aspects happens both inter-mentally (between people) and intra-mentally (an individual's reasoning). Institutionally, peer review exerts critique on new knowledge claims in science and is comprised by a search for errors, which can be expressed as generation and evaluation of alternative possibilities that contrast with the new knowledge claim. Critique influences construction of claims, and this interplay motivates progress in sense-making. A classroom experiment is presented in which a high school physics class simulated the social interactions between authors and reviewers. These students' subsequent ability to engage in various forms of sense-making is contrasted with a control class that did the same activity but without simulating the relevant social interactions. The results suggest important support for a principled, practice-based way to simulate scientific discourse in classrooms to support sense-making.