Comparing the effect of scientific and socio-scientific argumentation tasks: lessons from South Africa

Abstract

This article contrasts two types of argumentation lessons, one dealing with a socio-scientific topic and another with a pure scientific topic in the same school in Cape Town, South Africa. For each lesson we identify critical incidences – key moments in teaching either supporting or hindering successful argumentation among students. The analysis of dialogue sequences shows that there are common lesson features improving the level of argumentation. Differences emerge for both lessons in terms of the nature of argumentation that results. There is room for both types of argumentation task in science lessons. The features of teaching that might lead to successes in using both types are discussed.