Abstract
Argumentation practice is consisted in science and engineering practices (SEPs) that play a crucial role in shifting science education from “knowing science” to “doing science” while also challenging the learner to solve real-world problems. However, teaching argumentation practice in science classrooms has become a challenge for teachers in regard to distinguishing argumentation from constructing scientific explanations, understanding the nature of argumentation, and embedding argumentation in STEM to a more authentic context. This article aims to draw the teaching of argumentation practice with the engineering design process through investigating the ecology of engineering features synthesized from the nature of engineering, nature of engineering knowledge, engineering literacy, and engineering practice. These engineering elements resonate with the three functions of argumentation; verification, persuasion, and justification, all of which exist as a commonality between argumentation and the engineering design process. Through this, teachers would be supported in facilitating and designing argumentation experience in the engineering design process to enhance learner’s epistemic agency, which would allow them to connect these practices to solving problems in their daily lives.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2023.29
First Page
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Last Page
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Recommended Citation
Prasoplarb, Tharuesean; Pongsophon, Pongprapan; Jantarakantee, Ekgapoom; and Faikhamta, Chatree
(2023)
"Argumentation Practice in Engineering Design Process,"
Journal of Education Studies: Vol. 51:
Iss.
4, Article 2.
DOI: 10.14456/educu.2023.29
Available at:
https://digital.car.chula.ac.th/educujournal/vol51/iss4/2
