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dc.contributor.authorMcDonald, CV
dc.contributor.editorAkpan, B.
dc.date.accessioned2019-02-08T01:31:10Z
dc.date.available2019-02-08T01:31:10Z
dc.date.issued2017
dc.identifier.isbn9783319323503
dc.identifier.doi10.1007/978-3-319-32351-0_2
dc.identifier.urihttp://hdl.handle.net/10072/351683
dc.description.abstractThis chapter reviews empirical studies that have examined nature of science (NOS) and argumentation in science education. The review sought to explore the nature of this relationship and examined studies conducted in socioscientific and scientific contexts. A critical review of 23 empirical studies from high-quality science education journals found many similarities regarding the nature of the relationship between NOS and argumentation in both contexts. Assessment studies in both contexts found evidence of the influence of NOS views on reasoning and positive relationships linking informed views of NOS to high-quality argumentation. Intervention studies in both contexts indicate that NOS views influence argumentation, although in different ways. An important point of difference between contexts related to the inclusion of explicit NOS instruction, with socioscientific interventions reporting improvements in NOS views with explicit NOS instruction; whereas scientific interventions reported improvements in NOS views without implementing explicit NOS instruction. The duration of the intervention was also found to be a pivotal factor in the success of the examined studies, with longer interventions producing more favourable results. In addition, studies underpinned by sociocultural perspectives were generally successful in achieving their desired aims.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer International Publishing Switzerland
dc.publisher.placeSwitzerland
dc.relation.ispartofbooktitleScience Education: A Global Perspective (Springer edition)
dc.relation.ispartofchapter2
dc.relation.ispartofpagefrom7
dc.relation.ispartofpageto44
dc.subject.fieldofresearchEducation systems not elsewhere classified
dc.subject.fieldofresearchcode390399
dc.titleExploring Nature of Science and Argumentation in Science Education
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorMcDonald, Christine


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