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Christopher D. Wilson; Kevin C. Haudek; Jonathan F. Osborne; Zoë E. Buck Bracey; Tina Cheuk; Brian M. Donovan; Molly A. M. Stuhlsatz; Marisol M. Santiago; Xiaoming Zhai – Journal of Research in Science Teaching, 2024
Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning--a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the…
Descriptors: Middle School Students, Competence, Science Process Skills, Persuasive Discourse
Governor, Donna; Lombardi, Doug; Duffield, Catie – Journal of Research in Science Teaching, 2021
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns…
Descriptors: Persuasive Discourse, College Students, Science Education, Evidence
Mendonça, Paula Cristina Cardoso; Justi, Rosária – Journal of Research in Science Teaching, 2014
Previous research on argumentation in science education has focused on the understanding of relationships between modeling and argumentation (an important topic that only recently has been addressed in few empirical studies), and the methodological difficulties related to the analysis of arguments produced in classrooms. Our study is related to…
Descriptors: Mathematics Instruction, Chemistry, Units of Study, Persuasive Discourse
Wood, Nathan B.; Lawrenz, Frances; Haroldson, Rachelle – Journal of Research in Science Teaching, 2009
This study uses a new-to-educational-research methodology, based on the legal process, to build a case that U.S. students have been largely ignored in discussion and planning for their own, presumed futures. A variety of evidence, from two large and distinct data bases, is drawn together to show: (1) students perceive their classrooms in ways…
Descriptors: Educational Research, Research Methodology, Court Litigation, Models

Shrigley, Robert L. – Journal of Research in Science Teaching, 1982
Based on Hovland's four-part statement, "who says what to whom with what effect," opinions were surveyed from preservice elementary teachers (N=139) and mathematics educators (N=45) to establish characteristics of metric educators (who) and content (what) of persuasive communication useful in influencing attitudes of preservice teachers…
Descriptors: Attitude Change, Communication (Thought Transfer), Elementary Education, Elementary School Teachers