NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1015818
Record Type: Journal
Publication Date: 2013-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2077-2327
Constructing Arguments: Investigating Pre-Service Science Teachers' Argumentation Skills in a Socio-Scientific Context
Robertshaw, Brooke; Campbell, Todd
Science Education International, v24 n2 p195-211 Jun 2013
As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students' abilities and understandings of scientific argumentation in the classroom. This study investigated how instruction in the Toulmin Argumentation Protocol (TAP) impacted pre-service science teachers' ability to write sound and logical scientific arguments. The study occurred in the context of a pre-service methods class on the socio-scientific realm of secondary science education at a university in the USA. Through the use of quantitative methods, investigation findings indicate that there was a positive impact on pre-service science teachers' ability to construct sound scientific arguments through instruction in the TAP within the one semester course where this research took place. (Contains 4 tables and 2 figures.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A