Argumentation in science education as a systemic activity: An activity-theoretical perspective. (2016)

• Record Type: Journal Article
• Authors: Lazarou, Demetris; Sutherland, Rosamund; Erduran, Sibel
• Is Part Of: International journal of educational research. Volume 79(2016)
• Page Start: 150
• Page End: 166
• Publication Date: 2016
• Subjects: Argumentation -- Science education -- Activity theory -- Sociocultural -- Activity system -- Contradictions; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2016.07.008
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Argumentation in primary Science Education exhibited as a systemic activity. Argumentation practices portrayed through an activity system. Dynamics and interrelations between the system's elements recognised as contradictions. Detail examination of argumentation practices in primary Science Education in Cyprus. Abstract: 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.