Abstract
The work described in this paper draws from a theoretical perspective that sees rhetoric, argument and discourse as an important feature of science teachers’ practice and the learning of science. It aims to contribute to an on-going debate about a wide range of issues such as: challenges to current conceptions of practical activity in teaching; analyses of the role of metaphors in the conceptualisation of science entities; and discussions of the contribution of argumentative practices in the construction of knowledge. It draws from studies in the field of semiotics and the rhetoric of science to analyse strategies of argumentation in science communication and to consider the social process of validating scientific knowledge and the construction of scientific “authority” in the classroom, offering fresh insights on the practice of science teaching and learning.
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Martins, I., Mortimer, E., Osborne, J., Tsatsarelis, C., Aleixandre, M.P.J. (2001). Rhetoric and Science Education. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_25
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DOI: https://doi.org/10.1007/0-306-47639-8_25
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