Douglas Allchin|Gábor Á. Zemplén
Finding the place of argumentation in science education: Epistemics and Whole Science
University of Minnesota|Eötvös Loránd University
abstract argumentation constitutes important element nature science education however virtues scope overstated survey detail place argumentation science education benchmark range epistemic processes relevant citizens consumers assess reliability scientific claims personal public decision making consider multiple epistemic stages development ontogeny claims observation material investigation b crafting concepts individual cognition c checks balances scientific community challenges credibility expertise cultural context e interpretation science wild authentic scientific claims mingle imitators misinformation internet social media public discourse conclude many conventional rationalist assumptions haunt current approaches argumentation limit effectiveness especially implicit goal achieving intellectual independence students autonomous scientific agents fruitful approach perspective functional scientific literacy whole science perspective gives full expression spectrum epistemic processes science science communication