Providing a Rationale for Promoting Argument-Based Inquiry Approach to  Science Education: A Deweyan Pragmatist Aesthetics Perspective

dc.creator	Şevket Benhür Oral
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T23:28:49Z
dc.date.available	2015-07-20T23:28:49Z
dc.identifier	2146-7951
dc.identifier	https://doaj.org/article/a33f122164d646cd81e2a74dcdb2f4ce
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/24001
dc.description	Argumentation in science education is a well-established and successful research programme. Key theoretical underpinnings of this approach come from situated cognition perspective, the theory of communicative action and the sociocultural perspective, language studies and social semiotics, philosophy of science studies, and developmental psychology. In this paper, it will be argued that all these theoretical frameworks that aim to provide a rationale for promoting argument-based inquiry approach to science education stand to benefit if their unique insights can be brought together within the theory of Deweyan pragmatist aesthetics. It is my contention that learners first need to experience the most fundamental human situation, namely, the problematic as the ontological condition of experiencing the world as a human, in carefully calibrated pedagogically appropriate settings to get the process of collaborative inquiry going. One such setting is provided by the Science Writing Heuristic (SWH), an argument-based collaborative inquiry approach to experience negotiation of meaning in relation to science content in school. It will be claimed that the SWH approach, which is an immersion-oriented argument intervention model, is successful to the extent that it enacts a learning situation whereby the process of collaborative inquiry as understood by Dewey unfolds and provides a consummatory experience for the learners as well as the teachers.
dc.language	English
dc.publisher	Mevlana University Educational Faculty
dc.relation	http://mije.mevlana.edu.tr/archieve/issue_2_3/7_MIJE_12_Si_06_volume_2_issue_3_page_69_78.pdf
dc.relation	https://doaj.org/toc/2146-7951
dc.source	Mevlana International Journal of Education, Vol 2, Iss 3, Pp 69-78 (2012)
dc.subject	argument-based inquiry
dc.subject	John Dewey
dc.subject	pragmatist aesthetics
dc.subject	Science Writing Heuristic
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Providing a Rationale for Promoting Argument-Based Inquiry Approach to Science Education: A Deweyan Pragmatist Aesthetics Perspective
dc.type	article