Scientific Argumentation in Science Teaching: A Review

Document Type : Original Article

Author

Department of Curricula and Teaching Methods, Faculty of Education, Cairo University, Al-Azhar University.

Abstract

This review aimed to examine the interests and research efforts related to scientific argumentation in science education. After the introduction, it included the following: First: a definition of scientific argumentation and some related terms. Secondly: A historical overview of it. Thirdly: her skills. Fourth: The reasons for interest in it and its etiquette. Fifth: The role of the teacher and the student in it, some difficulties in its implementation, and its stages. Sixth: Studies and research that addressed scientific argumentation in science teaching over the past ten years (from 2014 to 2024) published in specialized sources, in the following areas: studies and research focused on developing scientific argumentation skills, studies and research focused on building programs, models, and teaching units in light of scientific argumentation, studies and research that used scientific argumentation to develop various variables, and studies and research that addressed the reality of scientific argumentation in science education. Seventh: the conclusion. Eighth: Recommendations and Suggestions.

Keywords

References

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