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ERIC Number: EJ1131142
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1450-104X
Argumentation Markers: Their Emergence in the Speech of Physics Teacher Educators
Vieira, Rodrigo Drumond; De Medeiros Dias, Humberto; De Melo, Viviane Florentino; Do Nascimento, Silvania Sousa
Science Education International, v27 n4 p489-508 2016
In this article we approach the problem of identification and recognition of argumentation by teacher educators of a physics undergraduate course of a large university in the southeast of Brazil. Our proposed markers criteria, such as "opposing" of ideas and "reciprocal justifications" were partially validated by the investigated teacher educators in conducted interview processes. Most of them mixed aspects of argumentation with explanation and others offered alternative visions of argumentation in science teaching. These results are problematic since changes in basic education passes through the formation and education of new teachers and in-service teachers in teachers' science programs. Implications of the study are raised as well the need to clarify more to the community of teacher educators the nature of argumentation and how it differs from explanations.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A