Towards a more social pedagogy in science education: the role of argumentation
Abstract
This presentation will argue that one of the major problems school science suffers from is a pedagogy which is dominated by the conduit metaphor of teaching. This is the idea that communication is a one way process where teachers conceive of themselves as didactic disseminators of knowledge. When teachers were the sole source of knowledge in a community, such a concept was difficult to challenge. However, in a contemporary context, where young people have access to a growing range of interactive technologies to engage in creative and autonomous self-expression, the predominance of such authoritative modes of interaction are open to question and are, in part, responsible for much of young people’s disaffection with school science. Moreover, the range of alternatives begins to expose the inherent functional ineffectiveness. This presentation will argue, rather, that it is dialogic modes of interaction which are an essential element of learning and teaching in the 21st Century. These offer students the opportunity to engage in deliberative interaction about the ideas of science and to construct a deeper and more meaningful understanding of what science offers. Drawing on the work that I and colleagues have conducted in argumentation, I will show how the four essential elements to any science education – the development of conceptual understanding; the improvement of cognitive reasoning; improving students’ understanding of the epistemic nature of science; and affording an affective experience which is both positive and engaging – can all be facilitated through a focus on argumentation.Downloads
Download data is not yet available.
Downloads
Published
2011-02-13
How to Cite
Osborne, J. (2011). Towards a more social pedagogy in science education: the role of argumentation. Brazilian Journal of Research in Science Education, 7(1). Retrieved from https://periodicos.ufmg.br/index.php/rbpec/article/view/4038
Issue
Section
Artigos
License
The authors are responsible for the veracity of the information provided and for the content of the papers.
The authors who publish in this journal fully agree with the following terms:
- The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
- The authors attest that they did not submit the paper to another journal simultaneously.
- The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
- The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
- Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.
In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.