ARGUMENTATION IN BIOLOGY EDUCATION

María Pilar Jiménez-Aleixandre, Maria Evagorou

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    The importance of argumentation in science education and the interest of engaging students in this practice are being increasingly acknowledged. This chapter discusses research findings about argumentation in biology education. First, we address the characterization of argumentation, framed as a scientific practice, how it relates to biological knowledge, and the relevance of different discursive contexts; in the second and third sections, we address questions related to why and how to engage students in argumentation in biology, and how teachers can support this engagement. The last section summarizes recent trends in connection with socioscientific issues (SSIs) and responsible citizenship.

    Original languageEnglish
    Title of host publicationTeaching Biology in Schools
    Subtitle of host publicationGlobal Research, Issues, and Trends
    PublisherTaylor and Francis
    Pages249-262
    Number of pages14
    ISBN (Electronic)9781351615228
    ISBN (Print)9781138087941
    DOIs
    Publication statusPublished - 1 Jan 2018

    Fingerprint

    Dive into the research topics of 'ARGUMENTATION IN BIOLOGY EDUCATION'. Together they form a unique fingerprint.

    Cite this