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Georgia Journal of Science

Article Title

A REVIEW OF THE BENEFITS OF ARGUMENTATION IN THE SCIENCE CLASSROOM

Abstract

In the current study, we review a body of literature to examine how learners engage in the learning process during scientific argumentation. Argumentation is a collaborative learning exercise rooted in a cognitive process. Therefore, researchers have begun to examine what individuals learn through argumentation to better understand how students develop abilities in and appreciation for explanations and the evaluation of claims in scientific practice. This study explores the situated nature of the relationship between argumentation and learning in science education contexts. To address this dynamic, we consider the question: How do learners engage in the learning process during scientific argumentation? To address our guiding question, we present research-based evidence and theory-driven explanations for the benefits of argumentation in science education settings. Our findings revealed argumentation promotes conceptual gains, equips learners with the ability to overcome misconceptions, promotes real-world problem solving, and prepares children to participate in authentic scientific reasoning. Future directions for research and classroom applications are discussed.

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