ERIC Number: EJ1037862
Record Type: Journal
Publication Date: 2014-Jun
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1609-4913
EISSN: N/A
Are Science Teachers Prepared to Promote Argumentation? A Case Study with Pre-Service Teachers in Bogotá City
Archila, Pablo Antonio
Asia-Pacific Forum on Science Learning and Teaching, v15 n1 Article 2 Jun 2014
This paper addresses the importance of argumentation in science education. A research project was done in order to know how a group of pre-service chemistry teachers has been prepared to promote students' argumentation. A Chemistry degree studies plan from a Colombian university was surveyed, and 18 future teachers' representations about argumentation were analyzed. Results indicate argumentation is not an explicit priority for the pre-service chemistry teachers training program studied. Additionally, future teachers showed consciousness about the necessity of being prepared to engage students successfully in argumentative activities. Nonetheless, pre-service chemistry teachers manifest not to know how to design multiple methodologies to improve argumentation. Therefore, one of the multiple proposals of solution could be the incorporation of a module that allows pre-service chemistry teachers to build their own strategies to promote argumentation.
Descriptors: Science Teachers, Persuasive Discourse, Science Education, Research Projects, Preservice Teachers, Chemistry, Teaching Methods, Student Teacher Attitudes, Foreign Countries, Questionnaires, Data Analysis, Course Descriptions, Content Analysis, Intervention, Questioning Techniques
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
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: Colombia
Grant or Contract Numbers: N/A