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...istemologicalsdevelopment. And, whilst general advice concerning how to structure successfulsdiscussion and argumentation can be found in the literature (e.g, (Dillon, 1994)) or insother disciplines (=-=Andrews, 1995-=-) – only a little has been situated within the specificscontext of the science classroom.sA significant problem confronting the development of argumentation in the sciencesclassroom is that it is fund...

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...y of her subjects could not reliably exhibit general informal reasoning skills. This is not to say they have no reasoning skills at all. Most people exhibit some kinds of reasoning from an early age (=-=Andrews, 1995-=-). Rather, it is to say that they cannot reliably exhibit the kinds of skills sketched above. For example, although most subjects would readily adopt an opinion on an issue such as the causes of crime...

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... by evidence and to engage with different viewpoints by challenging ors1sdefending claims, a process which many students find difficult both in multi-partysdebate and in individually authored essays (=-=Andrews 1995-=-). Although these skills maysbe developed in face-to-face discussions, asynchronous computer-mediated forums cansoffer particular advantages since text-based and time-delayed communication makes itsea...

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... of affairs be transformed?sUndoubtedly, general advice concerning how to structure successful discussion andsargumentation can be found in the literature (e.g, DILLON, 1994) or in other discipliness(=-=ANDREWS, 1995-=-).sHowever, only a little has been situated within the specific context ofsthe science classroom.sIndeed, throughout the literature the issue of how to transformsteachers’ pedagogy is constantly flagg...

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...2000, 2004; Thompson, 2005). Interest in the writing of users of English as a first language was limited until recently, but was evident in some research (notably Hounsell, 1984; Taylor et al., 1988; =-=Andrews, 1995-=-; Mitchell and Andrews, 2000). A more recent official focus, at the level of UK national policy (National Committee of Inquiry into Higher Education 1997), has been the academic writing of all student...

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...ttrell, 2005; Weston, 1992) This article distances itself from the informal logic approach, and finds itself more in the tradition of Greek rhetoric , particularly within Plato’s dialectical method. (=-=Andrews, 1995-=-; Mitchell, l994) Moreover, it draws on concepts from formal logic eschewed by the informal logic movement, to clarify concepts of arguments and critic al thinking using deduction and induction. (Fish...

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... development of writing is discussed further in section 3.2 below. 3.2 Argument When children first start writing at school they are largely expected to write narrative, whether factual or fictional (=-=Andrews, 1995-=-). As their writing develops, they are expected to extend their skills to argumentative writing. However, there is no clear progression from narrative to argument and, as Andrews demonstrates, childre...

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...n the practise of argumentation (Andrews, 2005). Argumentation and dealing with evidence is seen as an integral component of several school subjects such as the understanding of English Language (see =-=Andrews, 1995-=-), of History (Pontecorvo and Girardet, 1993), Citizenship (Davies, 2005), Mathematics (Le Roux et al., 2004) and Science (Siegel, 1995). The inclusion of argumentation in the curriculum may serve fou...

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...ottrell,s2005; Weston, 1992)sThis article distances itself from the informal logic approach, and finds itself more in the tradition of Greeksrhetoric, particularly within Plato’s dialectical method. (=-=Andrews, 1995-=-; Mitchell, l994) Moreover, it draws onsconcepts from formal logic eschewed by the informal logic movement, to clarify concepts of arguments andscritical thinking using deduction and induction. (Fishe...