Representing Student Argumentation as Functionally Emergent From Scientific Activity
Representing Student Argumentation as Functionally Emergent From Scientific Activity
复制标题
将学生论证表示为从科学活动中产生的功能
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Eve Manz
中科院分区：
文献类型：
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作者：
Eve Manz
科学教育者越来越多地寻求支持学生参与科学实践，特别是认识论实践，即那些为学科知识奠定权威的实践。论证是一种在研究文献中受到极大关注的实践。然而，越来越多持社会文化立场的学者认为，目前的概念化不足以描述和支持科学实践的重要方面。在这篇文章中，我探讨了如何使学生的论证与科学家的论证更接近。我在科学家和学生通常进行论证的背景下确定了相应的差异，并讨论了这些差异如何在文献中得到解决。最后，我提出了进一步研究的几个方向：在不确定的科学活动中嵌入论证，支持学生对他们所知道的和他们所知道的方法进行质疑，更仔细地利用学生的资源进行构建，并在课堂上关注认知文化的发展。
Science educators increasingly seek to support students’ participation in scientific practices, particularly epistemic practices, that is, those that ground authority for knowing in the discipline. Argumentation is one practice that has received significant attention in the research literature. However, scholars who take a sociocultural stance increasingly suggest that current conceptualizations are not sufficient for characterizing and supporting important aspects of scientific practice. In this article, I explore how students’ argumentation can be brought into closer alignment with that of scientists. I identify consequential differences in the contexts in which scientists and students typically enact argumentation and discuss how these differences have been addressed in the literature. Finally, I propose several directions for further research: embedding argumentation in uncertain scientific activity, supporting students to contest both what they know and their means of knowing, building more carefully from students’ resources, and attending to the development of epistemic cultures in classrooms.
学习辩论：对四所学校的研究及其将辩论作为常见教学实践的尝试及其对学生的影响
影响因子：
4.6
作者：
Osborne J
通讯作者：
Osborne J