Science Education · 2011 · 358 citations · 31 references
EducationScience EducationArgumentation In Science EducationNature Of ScienceScience InstructionArgumentationArgumentation TheoryExplanationScientific InquiryScientific KnowledgeScientific ReasoningArgumentation In Academic WritingArgumentation In Science LearningExplanation In Science TeachingStudent Argumentation
A lack of common conception hinders effective communication and complicates defining expected student activities. The paper argues that distinguishing between argument and explanation is essential, because confusion hampers clarity in the field and the authors aim to clarify this distinction. The authors draw on a range of publications and scholarship on argument and explanation to clarify the distinction. © 2011 Wiley Periodicals, Inc., Sci Ed 95: 627–638, 2011.
Abstract In this paper, we argue that there is an emergent confusion in the literature in the use of the terms “argument'' and “explanation.” Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of clarity of fundamental concepts is problematic for a field. First, a lack of common conception hinders effective communication and, second, it makes defining the nature of the activity we might expect students to engage in more difficult. Drawing on a body of scholarship on argument and explanation, this paper is an attempt to clarify the distinction and to explain why such a distinction might matter. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 627–638, 2011
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