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Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science

By Shirley Simon

Abstract

Toulmin's definition of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation. An adaptation of Toulmin's framework used by researchers has informed a professional development programme for teachers. Research on the impact of the programme on pedagogic practice shows that Toulmin-based materials are advantageous in helping teachers to conceptualise argument and model it for students. However focus on the process of argumentation limits any consideration of the content and quality of evidence. Toulmin's framework can also be used to evaluate student outcomes when using argumentation software

Year: 2008
OAI identifier: oai:eprints.ioe.ac.uk.oai2:651

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