Format

Send to

Choose Destination
Science. 2010 Apr 23;328(5977):463-6. doi: 10.1126/science.1183944.

Arguing to learn in science: the role of collaborative, critical discourse.

Author information

1
School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA. osbornej@stanford.edu

Erratum in

  • Science. 2010 Jun 11;328(5984):1354.

Abstract

Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students' skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications for the teaching and learning of science.

PMID:
20413492
DOI:
10.1126/science.1183944
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for HighWire
Loading ...
Support Center