Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation.

ABSTRACT: Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive ("social dialogic") dimensions of argumentation can be implemented in learning environments. This study investigates how science educators learned about such argumentation through a professional development program at a scientific research center. The 13-day program included 5-days working in research laboratories with a mentor and observing scientific argumentation in context. Theoretically, this research draws on sociocultural frameworks to investigate the social dialogic dimensions of scientific argumentation. Methodologically, it examines the reflec

SUBMITTER: Chowning JT 

PROVIDER: S-EPMC9544321 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature