Universal Journal of Educational Research Vol. 7(4), pp. 1090 - 1098
DOI: 10.13189/ujer.2019.070421
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Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship

Ozden Sengul ^*
Department of Mathematics and Science Education, Faculty of Education, Boğaziçi University, Turkey

ABSTRACT

Argumentation can develop individuals' epistemologies to acknowledge the multiplicity of the ideas and propose, justify, and evaluate the knowledge claims by coordinating them with appropriate evidence. This paper aims to examine how and why argumentation should be incorporated into science instruction addressing various contexts to promote student learning, active engagement, and democratic citizenship. In particular, the socio-scientific contexts can enhance learners' scientific literacy, scientific reasoning, critical thinking, and knowledge of the nature of science about complex scientific issues related to the political, economic, and social aspect of the society. This paper argues for the relationship between scientific literacy, scientific argumentation, and socio-scientific issues to enhance students' thinking about societal problems. The paper examines the historical perspectives related to science teaching and learning and the concept of scientific literacy and addresses the significance of scientific argumentation to promote learners' engagement in the scientific processes and democratic citizenship.

KEYWORDS
Scientific Literacy, Argumentation, Democratic Education, Citizenship

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Ozden Sengul , "Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship," Universal Journal of Educational Research, Vol. 7, No. 4, pp. 1090 - 1098, 2019. DOI: 10.13189/ujer.2019.070421.

(b). APA Format:
Ozden Sengul (2019). Linking Scientific Literacy, Scientific Argumentation, and Democratic Citizenship. Universal Journal of Educational Research, 7(4), 1090 - 1098. DOI: 10.13189/ujer.2019.070421.