Abstract
In didactics of science (i.e., science education understood as a scholarly discipline) as well as in other academic fields – such as the philosophy of science, cognitive science, or classroom ethnography – there is nowadays extended consensus around the recognition that scientific knowledge is “dependent inextricably on language and language is also central to our ability to think [scientifically]” (Evagorou & Osborne, 2010, p. 136).
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Adúriz-Bravo, A., Chion, A.R. (2017). Language, Discourse, Argumentation, and Science Education. In: Taber, K.S., Akpan, B. (eds) Science Education. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_12
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DOI: https://doi.org/10.1007/978-94-6300-749-8_12
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