argumentation

Science teacher education and professional development in argumentation, in S.

Key Words: conceptual understanding, argumentation skills

The Argumentation Ethics Argument for 100 Percent Self-Ownership

Hoppe offers an analysis of argumentation according to which a necessary condition for argumentation to occur is that a specific moral proposition, q, is true.

If I were a teacher librarian, I would convince a biology teacher to have lunch with me; show the model and perhaps one example; and, then get that teacher's opinion about the topic of argumentation and how it can be applied in a learning experience.

nMake the International Conference on Argumentation, Rhetoric, Debate, and the Pedagogy of Empowerment a periodic gathering event that underscores the values and culture of dialogue in different counties across the globe.

90) as being more or less equivalent to Walton's notion of identifying and evaluating an argumentation scheme in a text of discourse (Walton, 1996; 2006; 2008), and treat Brandom's "institutional" pattern of practical inference as a defeasible and presumptive argumentation scheme with critical questions associated with it.

Investigation of argumentation skills is the study of logic, and producing correct inferences based on a given context (Driver, Newton, & Osborne, 2000).

The purpose of this paper is to establish the feasibility of success when argumentation is introduced as a part of learning physics in Lesotho.

Controversia is pleased to offer our readers a special issue built around the theme of "argument and democracy." Guest edited by Alessandra Beasley Von Burg of Wake Forest University, the papers that are presented here were drawn from the O Wake Forest University Biennial Argumentation Conference, which had invited participants to consider connections between argumentation and democracy or argumentation and citizenship, among other topics.

This college textbook, which aims to improve the study and practice of communicating reasonably under controversial circumstances, offers specific lesson objectives, such as providing an overview of argumentation, explaining the role of resistance and context in argumentation, relating argumentation to dialectics and rhetoric, and presenting a mindful dialectic approach to argumentative communication.

Current research in science education (Duschl, 2008) indicates that a productive way to help students achieve these important educational outcomes is to give them more opportunities to learn about scientific argumentation (i.e., the process) and from it (i.e., important content) while in school.