Argumentation in science education as a systemic activity: An activity-theoretical perspective

被引:31
作者
Lazarou, Demetris [1 ,4 ]
Sutherland, Rosamund [2 ,5 ]
Erduran, Sibel [3 ]
机构
[1] Minist Educ & Culture, Nicosia, Cyprus
[2] Univ Bristol, Grad Sch Educ, Bristol BS8 1TH, Avon, England
[3] Univ Limerick, Dept Educ & Profess Studies, Castletroy, Limerick, Ireland
[4] Kimonos & Thoukydidou Corner, CY-1434 Nicosia, Cyprus
[5] 35 Berkeley Sq, Bristol BS8 1JA, Avon, England
关键词
Argumentation; Science education; Activity theory; Sociocultural; Activity system; Contradictions; EXPLANATION; KNOWLEDGE;
D O I
10.1016/j.ijer.2016.07.008
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The main aim of the paper is to show that argumentation in primary science education can be exhibited not only as a collective activity, comprising of a series of discrete teaching and learning actions, but also as a systemic activity. This is achieved through an effort to reconstruct the activity of argumentation by examining both the ensemble of sociocultural practices that facilitate it and to reveal the dynamics and interrelations that exist between the activity's elements. Appropriate methodological and analytical tools from Cultural Historical Activity Theory were used. The data to support the claim of the paper stem from an empirical study of examining the practices that facilitate argumentation in science education in six primary schools in Cyprus. (C) 2016 Elsevier Ltd. All rights reserved.
引用
收藏
页码:150 / 166
页数:17
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