Show simple item record

dc.contributor.authorKolstø, Stein Dankert
dc.date.accessioned2021-05-27T12:54:19Z
dc.date.available2021-05-27T12:54:19Z
dc.date.created2020-11-26T18:43:08Z
dc.date.issued2020
dc.identifier.isbn978-3-030-47260-3
dc.identifier.urihttps://hdl.handle.net/11250/2756694
dc.descriptionUnder embargo until: 2022-09-09en_US
dc.description.abstractThis chapter suggests a set of design principles for science curricula that will enable students to produce evidence-based arguments expressing views related to their own interests. It is based on the assumption that the ability to construct evidence-based arguments strengthens students’ ability to promote their own views in the interest of social justice. This is of special importance for students not enculturated into such argumentation through their upbringing. To promote one’s own views in a debate means to critique others’ arguments, and especially to ensure one’s own arguments are resistent to criticism. Insight into the nature of science includes insights in how to construct sound arguments based on facts and research results. The discussion of design principles is based on an analysis of two science projects in two lower secondary schools in Norway (Grade 8). In the first project, students produced scientific claims based on evidence from their own practical experiments. In the second project, the students developed and applied a method for estimating energy use and carbon dioxide (CO2) emissions. The students used their findings to construct arguments related to local transport plans. The analysis focuses on challenges and successes in scaffolding students at different competence levels to successfully produce evidence-based arguments.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofNature of Science for Social Justice
dc.titleTeaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from Two Projects in Lower Secondary Schools in Norwayen_US
dc.typeChapteren_US
dc.description.versionacceptedVersionen_US
dc.rights.holderCopyright Springer Nature Switzerland AG 2020en_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1007/978-3-030-47260-3_10
dc.identifier.cristin1853118
dc.source.pagenumber177-199en_US
dc.relation.projectNorges forskningsråd: 275835en_US
dc.identifier.citationIn H. A. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice (pp. 177-199)en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record