论证理论
钥匙(锁)
定性研究
科学教育
社会学
工程伦理学
教育学
心理学
数学教育
计算机科学
认识论
社会科学
工程类
计算机安全
哲学
作者
J. Bryan Henderson,Katherine L. McNeill,María González‐Howard,Kevin Close,M. J. Evans
摘要
Abstract At the 2015 NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research Annual International Conference, a group of scholars held an extended pre‐conference workshop to discuss key challenges and future directions faced by argumentation researchers around the world. This wide‐ranging group of facilitators and participants represented varying perspectives and experiences with argumentation research. Learning artifacts from the workshop were collected and analyzed utilizing multiple qualitative coding techniques. Analysis of these artifacts revealed five major themes that emerged from the NARST workshop describing this group of scholars’ views on current issues and potential directions for the field of argumentation research. These themes center on: (i) establishing a classroom culture that values argumentation; (ii) how differing theoretical frameworks challenge how researchers communicate findings; (iii) the challenge of assessing various aspects of scientific argumentation in a valid and reliable fashion; (iv) pedagogical challenges in supporting student discourse and social collaboration; and (v) challenges concerning the professional development of teachers. Each of these themes is described using direct quotes from the workshop artifacts, and implications for future research in argumentation are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 5–18, 2018
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