Ebru Kaya

Scientific Argumentation and Deliberative Democracy: An Incompatible Mix in School Science?

The article investigates how deliberative democracy is related to argumentation in school science. We use examples of political models of deliberative democracy to synthesize implications for argumentation in science teaching and learning. Some key questions guided our approach: How does democratic deliberation work and how does it relate to scientific argumentation? How might the principles and practices of deliberative democracy be used to facilitate scientific argumentation in science lessons? Are democratic values consistent or in conflict with scientific practices that demand an emphasis on particular evidence and justifications? To address these questions, we present practical pedagogical examples that illustrate the overlap and the tensions in argumentation in relation to deliberative democracy in the scientific context.

From Lists in Pieces to Coherent Wholes: Nature of Science, Scientific Practices, and Science Teacher Education

The chapter provides a case for holistic consideration of nature of science (NOS) such that NOS can be inclusive of themes as scientific practices. One account of NOS is based on the family resemblance approach (FRA) developed by Erduran and Dagher (Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). In this framework, NOS is a cognitive-epistemic and social-institutional system, and scientific practices is one category embedded in the system. We briefly review the recent debates on NOS to contextualize our approach and define FRA-based NOS. As part of our depiction of scientific practices as a component of NOS, we proposed a theoretical framework called the benzene ring heuristic (BRH) which consolidates the epistemic, cognitive, and social aspects of scientific practices into a holistic and visual representation. BRH describes scientific practices in terms of concepts such as data, models, explanations, predictions, argumentation, and social certification. After reviewing BRH, we describe a funded project that integrated BRH in a preservice science teacher education program in Turkey. Qualitative analysis of preservice science teachers’ representations of scientific practices is described in detail and contrasted pre- and post-intervention that involved training through the use of BRH. The results indicate that in some cases there was improvement in preservice science teachers’ depiction of scientific practices as being holistic. The study provides empirical evidence on the implementation of a relatively new approach to NOS that is inclusive of scientific practices.