Towards a clarification of the concept of argumentation in science education: An ongoing debate in the Spanish-speaking world
In this article, we analyse how school argumentation in science education is conceptualised in the Spanish-speaking world, and highlight the lack of consensus on its characterisation. Although this debate has been going on for decades in the English-speaking world, there does not seem to be a simila...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2026
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6216 |
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| Sumario: | In this article, we analyse how school argumentation in science education is conceptualised in the Spanish-speaking world, and highlight the lack of consensus on its characterisation. Although this debate has been going on for decades in the English-speaking world, there does not seem to be a similar discussion in Spanish. Based on a literature review, we identify five different elucidations of "argumentation", four of which are incompatible with the expert consensus in epistemology and logic. We discuss some potential consequences of their use for science teaching, and argue for the need to establish a definition that is consistent and compatible with contemporary epistemological frameworks, and that is also in line with the specificity of school science argumentation. |
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