What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education

Argumentation 27 (3):225-243 (2013)
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Abstract

The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative reasoning and retrieving the background beliefs that are the basis of their arguments. On this perspective, the process of premise reconstruction is followed by a heuristic reasoning process aimed at discovering the students’ previous intuitions that can explain the premises and concepts that are left unexpressed in their arguments. The theoretical insights advanced in this paper are illustrated through selected examples taken from activities concerning predictive claims on scientific issues

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Fabrizio Macagno
Faculdade de Letras da Universidade de Lisboa

References found in this work

Argumentation schemes.Douglas Walton, Chris Reed & Fabrizio Macagno - 2008 - New York: Cambridge University Press. Edited by Chris Reed & Fabrizio Macagno.
Argumentation Schemes.Douglas Walton, Christopher Reed & Fabrizio Macagno - 2008 - Cambridge and New York: Cambridge University Press. Edited by Chris Reed & Fabrizio Macagno.
The Uses of Argument.Stephen Toulmin - 1958 - Cambridge, England: Cambridge University Press.
The Uses of Argument.Stephen E. Toulmin - 1958 - Philosophy 34 (130):244-245.

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