The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by the Hungarian obstetrician Ignaz Philipp Semmelweis to cut drastically cases of puerperal fever. The purpose of this study was to provide evidence that the case of Semmelweis and puerperal fever—a crucial historical scientific controversy—can be used as a springboard to promote university student argumentation. Our study was inspired by the fact that the Organization for Economic and Cooperative Development (OECD) stressed that more efforts and resources should be invested in promoting argumentation as an essential component for scientifically literate citizens in twenty-first century societies. However, nowadays, argument and debate are virtually absent from university science education. The data was derived from 124 undergraduates’ (64 females and 60 males, 15–30 years old) written responses and audio and video recordings in a university biology course in Colombia. The findings show that the articulation of this historical controversy with decision-making, small-group debate, and whole-class debate activities can be useful for promoting undergraduates’ argumentation. This study contributes to the development of a research-based university science education that can inform the design of an argumentation curriculum for higher education.

中文翻译：

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利用历史科学争议促进本科生的论证

Covid-19 大流行是人类更加关注定期和严格洗手重要性的原因。有趣的是，在 19 世纪，定期和严格的洗手是匈牙利产科医生 Ignaz Philipp Semmelweis 提出的一个关键（也是有争议的）解决方案，以大幅减少产褥热病例。本研究的目的是提供证据，证明 Semmelweis 和产褥热（一个重要的历史科学争议）可以用作促进大学生辩论的跳板。我们的研究受到以下事实的启发：经济与合作发展组织 (OECD) 强调应该投入更多的努力和资源来促进论证，将其作为 21 世纪社会具有科学素养的公民的重要组成部分。然而，如今，大学科学教育中几乎没有争论和辩论。数据来自哥伦比亚大学生物学课程中 124 名本科生（64 名女性和 60 名男性，15-30 岁）的书面回答和音频和视频记录。研究结果表明，将这一历史争议与决策制定、小组辩论和全班辩论活动相结合，有助于促进本科生的辩论。这项研究有助于发展以研究为基础的大学科学教育，它可以为高等教育论证课程的设计提供信息。15-30 岁）在哥伦比亚大学生物课程中的书面回答和音频和视频记录。研究结果表明，将这一历史争议与决策制定、小组辩论和全班辩论活动相结合，有助于促进本科生的辩论。这项研究有助于发展以研究为基础的大学科学教育，它可以为高等教育论证课程的设计提供信息。15-30 岁）在哥伦比亚大学生物课程中的书面回答和音频和视频记录。研究结果表明，将这一历史争议与决策制定、小组辩论和全班辩论活动相结合，有助于促进本科生的辩论。这项研究有助于发展以研究为基础的大学科学教育，它可以为高等教育论证课程的设计提供信息。