ERIC Number: EJ1188305
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1087-3430
EISSN: N/A
Preservice Primary Teachers' Written Arguments in a Socioscientific Argumentation Task
McDonald, Christine V.
Electronic Journal of Science Education, v18 n7 2014
This study assessed the quality of preservice primary teachers' written arguments in a socioscientific argumentation task. Five Australian preservice primary teachers took part in a science content course incorporating explicit argumentation instruction, and numerous opportunities to engage in argumentation. The quality of their written arguments were analysed using a framework adapted from Zohar and Nemet (2002). Results indicated that all five participants engaged in quality argumentation in the socioscientific task, with the majority of participants producing high quality arguments. Other findings indicated that participants' prior experiences may influence the content knowledge they draw upon to support their arguments.
Descriptors: Foreign Countries, Preservice Teachers, Essays, Persuasive Discourse, Science and Society, Writing Evaluation, Prior Learning, Pedagogical Content Knowledge, Climate
Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A