Promoting Discourse and Argumentation in Science Teacher Education

Autor/in	Sadler, Troy D.
Titel	Promoting Discourse and Argumentation in Science Teacher Education
Quelle	In: Journal of Science Teacher Education, 17 (2006) 4, S.323-346 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-006-9025-4
Schlagwörter	Persuasive Discourse; Science Teachers; Teacher Education; Student Attitudes; Methods Courses; Science Education; Preservice Teachers; Concept Formation; Teaching Methods + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Methodisch-didaktische Anleitung; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Given a sociocultural framework of teaching and learning, argumentation and discourse become central elements of education, particularly in science education because of argumentation's key role in scientific communities. This study documents preservice teachers' perceptions of and aptitudes related to argumentation as they participated in a science methods course designed to promote discourse and argumentation. Data sources consisted of instructor reflections, course documents, and student work. Participants tended to view argumentation as a central element of science and as a means for promoting conceptual development in science classrooms. They were generally adept in the construction of arguments, particularly with respect to the evidentiary support of claims and demonstrated improved practice as the course progressed. Implications for using this course as a model and suggestions for its improvement are discussed. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10