000			03969nam a22004575i 4500
001			978-1-4020-6670-2
003			DE-He213
005			20251006084536.0
007			cr nn 008mamaa
008			100301s2007 ne | s |||| 0|eng d
020			_a9781402066702
020			_a99781402066702
024	7		_a10.1007/978-1-4020-6670-2 _2doi
082	0	4	_a507.1 _223
100	1		_aErduran, Sibel. _eeditor.
245	1	0	_aArgumentation in Science Education _h[electronic resource] : _bPerspectives from Classroom-Based Research / _cedited by Sibel Erduran, María Pilar Jiménez-Aleixandre.
264		1	_aDordrecht : _bSpringer Netherlands, _c2007.
300			_aXVIII, 294p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aScience & Technology Education Library, _x1572-5987 ; _v35
505	0		_aArgumentation Foundations -- Argumentation in Science Education: An Overview -- Cognitive Foundations of Learning Argumentation -- Methodological Foundations in the Study of Argumentation in Science Classrooms -- What Can Argumentation Tell Us About Epistemology? -- Research on Teaching and Learning Argumentation -- Designing Argumentation Learning Environments -- Social Aspects of Argumentation -- Analysis of Lines of Reasoning in Written Argumentation -- Quality Argumentation and Epistemic Criteria -- Argumentation in Context -- Argumentation in Science Education: An Overview -- The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care -- Technology-Enhanced Learning Environments to Support Students' Argumentation -- Science Teacher Education and Professional Development in Argumentation.
520			_aThis book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects; classroom-based research in teaching and learning of argumentation in science classrooms; and argumentation in context such as in socio-scientific and moral contexts. The book's underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. "Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education." Professor John Leach The University of Leeds, UK
650		0	_aEDUCATION.
650		0	_aSCIENCE (GENERAL).
650		0	_aSCIENCE _xSTUDY AND TEACHING.
650	1	4	_aEDUCATION.
650	2	4	_aSCIENCE EDUCATION.
650	2	4	_aSCIENCE, GENERAL.
700	1		_aJiménez-Aleixandre, María Pilar. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402066696
830		0	_aScience & Technology Education Library, _x1572-5987 ; _v35
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6670-2 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61809 _d61809