Many studies have highlighted the importance of discourse in
scientific understanding. Argumentation is a form of scientific
discourse that plays a central role in the building of
explanations, models and theories. Scientists use arguments to
relate the evidence that they select from their investigations and
to justify the claims that they make about their observations. The
implication is that argumentation is a scientific habit of mind
that needs to be appropriated by students and explicitly taught
through suitable instruction. Edited by Sibel Erduran, an
internationally recognised expert in chemistry education, this book
brings together leading researchers to draw attention to research,
policy and practice around the inclusion of argumentation in
chemistry education. Split into three sections: Research on
Argumentation in Chemistry Education, Resources and Strategies on
Argumentation in Chemistry Education, and Argumentation in Context,
this book blends practical resources and strategies with
research-based evidence. The book contains state of the art
research and offers educators a balanced perspective on the theory
and practice of argumentation in chemistry education.
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