Understanding Argumentation about Socio-Scientific Issues on Energy: A Quantitative Study with Primary Pre-Service Teachers in Spain

Autor/inn/en	Martín-Gámez, Carolina; Erduran, Sibel
Titel	Understanding Argumentation about Socio-Scientific Issues on Energy: A Quantitative Study with Primary Pre-Service Teachers in Spain
Quelle	In: Research in Science & Technological Education, 36 (2018) 4, S.463-483 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martín-Gámez, Carolina) ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2018.1427568
Schlagwörter	Foreign Countries; Persuasive Discourse; Science and Society; Energy; Preservice Teachers; Science Education; Teaching Methods; Knowledge Level; Scientific Literacy; Science Process Skills; Scores; Spain + Suchen Sie Ihr Suchwort? Ausland; Persuasion; Persuasive Kommunikation; Energie; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Spanien
Abstract	Background: Argumentation is an important discourse process in science that needs to be taught and learned as part of a repertoire of strategies to support the acquisition of scientific literacy. Research in science education indicates that beliefs or perceptions and the epistemological orientations of teachers influence their approaches to science teaching. Purpose: The paper aims to illustrate primary pre-service teachers' understanding of argumentation based on a study using quantitative methodology. In particular, it aims to illustrate how these teachers view quality of arguments and teaching strategies related to argumentation in the context of a socio-scientific issue on energy. Sample: 332 pre-service teachers enrolled in a university teacher education programme in Spain were investigated. Many studies on argumentation have been conducted with small sample sizes of teachers. Hence, given the sample size, the study provides findings that are likely to be generalisable. Design and methods: A questionnaire was administered to the participants. The design of the questionnaire was guided by some existing analytical tools which were adapted for primary education purposes in the context of socio-scientific issues. This adaptation is novel in that the questionnaire items can potentially be used as diagnostic questions to assess primary teachers' understanding of argumentation. Results: The results suggest that pre-service teachers had difficulty in understanding arguments and different pedagogical strategies to promote argumentation in classroom. For example, they did not understand the role and the meaning of warrants in scientific arguments and their understanding of the use of different kind of strategies is limited to debates, open discussions and experiments. The age range of the participants and the length of teaching experience had no impact on the quality of their understanding of argumentation. Conclusions: Pre-service science teacher education will benefit from incorporation of more robust and lengthy sessions on argumentation. For example, sessions could focus on quality as well as structure of arguments in science and more diverse pedagogical strategies to support argumentation in science lessons, such as the use of writing frames and presentations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01