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ERIC Number: EJ1250074
Record Type: Journal
Publication Date: 2020-Apr
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
EISSN: N/A
The Laboratory as a Vehicle for Enhancing Argumentation among Pre-Service Science Teachers
Najami, Naim; Hugerat, Muhamad; Kabya, Fattma; Hofstein, Avi
Science & Education, v29 n2 p377-393 Apr 2020
A study was conducted on how scientific laboratory lessons contribute to building arguments, both cognitively and socially. The population consisted of 12 second-year pre-service teachers at a college of education specializing in the teaching of biology and chemistry in middle school. The study examines the nature of the arguments students raise when conducting a laboratory experiment and how conducting an experiment contributes to curricular science teaching in the laboratory. For this purpose, a number of methodologies were used: observations, experiment reports, and statistical analysis. The findings showed that groups conducting an open-ended experiment made more claims in their discourse than did groups that conducted a confirmatory experiment and that the level of argumentation in the open-ended experiment group was higher than in the confirmatory experiment group. Interestingly, despite the significant difference in the level and quantity of arguments in the discourses in the two types of experiments, no significant difference was found regarding the level of argumentation in the two groups' experiment reports. However, students confirmed the great importance of scientific laboratory lessons to the development of argumentative thinking, meaningful learning, and the students' relationship with their classmates.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A