Part 6 : Discourse and argumentation in science

Co-editors : Manuela Welzel-Breuer and Conxita Marquez

Understanding, supporting and promoting use of evidence and argumentation discourse in science education. Scientific practices related to knowledge evaluation and communication. Supporting the development of critical thinking. Discourse analysis. Talking and writing science in the classroom. Meaning making in science classrooms.

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• Building context and continuity in classroom discourse; a case study at the high school level / Zeynab Badreddine
• Epistemic features of science teachers’ talk: comparing the discursive practices of two science teachers / Andri Christodoulou, Jonathan Osborne
• Science learnings and debates on past biodiversity in primary school and in history of science / Patricia Crépin-obert
• The case of designing and validating a tool to assess 11-14 year old students written argumentation / Maria Evagorou, Elena Papanastasiou, Jonathan Osborne
• Tracing of students’ scientific argumentation quality / Hanife Hakyolu, Feral Ogan-bekiroglu
• The way the history of science discourse is embedded in greek school science textbooks / Krystallia Halkia , Kostas Exarchakos, Constantine Skordoulis
• How does the content-related quality of students’ statements influence the learning outcome ? / Rebecca Knobloch, Maik Walpuski
• Study of the interrelationship between students' arguments and features of tasks in science classes / Aikaterini Konstantinidou
• Teaching science in the midst of fuzzy disagreement: a study of argumentation in a classroom / Danusa Munford, Ana Paula Souto-silva, Diego Oliveira Da Silva
• Classroom discourse types and students’ learning of an interaction diagram and newton’s third law / Niina Nurkka, Asko Mäkynen, Jouni Viiri, Antti Savinainen, Pasi Nieminen
• Making meaning of graphical representations in beginners' physics lessons / Gesche Pospiech, Ulrike Böhm, Marie Geyer
• Multimodal discourse in college physics classroom. case: electric flux concept / Naykiavick Rangel, Marina Castells
• The role of grammar in short verbalizations while autonomous science learning / Antonio E. Rueda Muñoz, Manuela Welzel-breuer
• Teachers’ change of conceptions on argumentation and its teaching / Francisco Javier Ruiz O, Conxita Márquez, Oscar Eugenio Tamayo A
• Relations between the arguments set out in scientific papers and arguments produced by students / Daniela Lopes Scarpa, Silvia Luzia Frateschi Trivelato
• A comparative study of the semiosis process in physics teaching / Gérard Sensevy, Andrée Tiberghien
• Questions in science textbooks: do they prompt students’ inquiry and problem-based learning ? / Clara Vasconcelos, Joana Torres, J., Luís Dourado, Laurinda Leite
• Discourse in science teacher education: a methodological approach to segment discourse in levels / Rodrigo Drumond Vieira, Silvania Sousa Do Nascimento