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ARGUMENTATION'S ROLE IN SCIENCE EDUCATION: LESSONS FROM A WORKSHOP

ABSTRACT

This paper presents and dialogues with the works produced in this special issue, the result of the lectures made at the workshop Argumentation in Science Teaching. The first three articles discuss more specifically the argument as epistemic science practice. The fourth and the fifth propose planning guiding elements' argumentative learning environments and, together with the first three, propose that inquirybased / modeling-based science education approach is privileged for that. The last three papers discuss research's methodological challenges and present different analysis perspectives of argumentative situations. In dialogue with these texts, I discuss the concept of hybridization between school and scientific culture, where the argument is in the border area between these cultures; I relate the steps of scientific inquiry with the process of argumentation and I explicit actions expected of teachers and students while designing argumentative activities.

Keywords:
Argumentation; Inquiry-based science education; Learning environments; Hybridization; Didactical rhombus

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