Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teachers’ instructional practices, we characterise how the teachers participating in a professional development project understand and teach argumentation. Data sources included questionnaires, lesson materials, classroom video recordings, and written teacher reflections. Findings suggest that both teachers recognised the value of argumentation in their subject, but some variations existed in the nuances of their views and particularly how different instructional strategies were utilised to achieve the lesson goals related to argumentation. The study highlights the teachers’ different understandings and enactments of argumentation as a disciplinary practice and an instructional objective in science and RE lessons. We call for further consideration of argumentation in different school subjects and how argumentation can enrich science teaching in interdisciplinary contexts.
Argumentation, science and religion, teacher practice
1251-1276
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Erduran, Sibel
ff2d1099-2722-494a-b921-9994dca75c6f
Guilfoyle, Liam
3dd9f81d-3c3b-4ae3-83c9-9abe5274df8a
24 May 2022
Park, Wonyong
eae3796e-fc99-43ba-98be-53ea5bdb14fc
Erduran, Sibel
ff2d1099-2722-494a-b921-9994dca75c6f
Guilfoyle, Liam
3dd9f81d-3c3b-4ae3-83c9-9abe5274df8a
Park, Wonyong, Erduran, Sibel and Guilfoyle, Liam
(2022)
Secondary teachers’ instructional practices on argumentation in the context of science and religious education.
International Journal of Science Education, 44 (8), .
(doi:10.1080/09500693.2022.2074565).
Abstract
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teachers’ instructional practices, we characterise how the teachers participating in a professional development project understand and teach argumentation. Data sources included questionnaires, lesson materials, classroom video recordings, and written teacher reflections. Findings suggest that both teachers recognised the value of argumentation in their subject, but some variations existed in the nuances of their views and particularly how different instructional strategies were utilised to achieve the lesson goals related to argumentation. The study highlights the teachers’ different understandings and enactments of argumentation as a disciplinary practice and an instructional objective in science and RE lessons. We call for further consideration of argumentation in different school subjects and how argumentation can enrich science teaching in interdisciplinary contexts.
Text
Secondary teachers instructional practices on argumentation in the context of science and religious education
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More information
Accepted/In Press date: 3 May 2022
e-pub ahead of print date: 19 May 2022
Published date: 24 May 2022
Additional Information:
Funding Information:
This work was supported by Templeton World Charity Foundation (Grant number TWCF0238).
Publisher Copyright:
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
Argumentation, science and religion, teacher practice
Identifiers
Local EPrints ID: 457850
URI: http://eprints.soton.ac.uk/id/eprint/457850
ISSN: 0950-0693
PURE UUID: 1d5cc22f-5825-4019-ba89-13427533df9f
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Date deposited: 20 Jun 2022 16:52
Last modified: 17 Mar 2024 04:09
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Contributors
Author:
Wonyong Park
Author:
Sibel Erduran
Author:
Liam Guilfoyle
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