Arguing to learn in science: the role of collaborative, critical discourse.
Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students' skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications for the teaching and learning of science.
Osborne
Jonathan
J
School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA. osbornej@stanford.edu
D003142:Communication; D032882:Comprehension; D034462:Dissent and Disputes; D006801:Humans; D007858:Learning; D012586:Science / Q000193:education*; D013663:Teaching; D013850:Thinking