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Role of Social Context for Scientific Reasoning and Argumentation

To participate in societal debates about scientific problems and phenomena, individuals need scientific reasoning and argumentation skills. Thus, scientific reasoning and argumentation is situated in a social context. This social context may be shaped in such a way that evidence evaluation or coordinating theory is effectively supported. For example, research on (computer-supported) collaborative learning looks at how scientific reasoning and argumentation can be supported by forming small groups of learners or by structuring classroom interaction. By engaging in reasoning and argumentation within a broader social context, students may acquire general reasoning and argumentation skills as well as domain-specific knowledge about the science subject at hand.

Exemplary topics, main research questions and supervisors:

Project/Topic Research Question Supervisors
Analysis and facilitation of argumentative discourse in primary school What are the effects of social interaction during classroom talk on the acquisition of individual argumentation competences?

How do domain-specific and domain-general dimensions of scientific argumentations interact in this context?

Prof. Dr. Beate Sodian

 

Prof. Dr. Frank Fischer

Collaborative reasoning and argumentation in medical problem solving What are practices of collaborative reasoning and argumentation with evidence in the context of medical problem solving? How is scientific reasoning of the individual shaped by practices of collaborative reasoning and argumentation in this context? Prof. Dr. Frank Fischer

 

Prof. Dr. Martin Fischer

 

Transferring scientific knowledge into professional fields What internal argumentation-related scripts can be found in scientific discourse between researchers and practitioners in the areas “Social Work” and “Teaching”?

How can argumentative discourse between researchers and practitioners in these fields be fostered with external scripts?

Prof. Dr. Ingo Kollar

 

Prof. Dr. Frank Fischer

 

Prof. Dr. Sabine Pankofer

Use of evidence during pre-school age How can domain-specific and domain-general aspects of scientific reasoning and argumentation be facilitated in pre-schoolers? Prof. Dr. Birgit Neuhaus

 

Prof. Dr. Beate Sodian

 

Prof. Dr. Birgit Dorner