Are Science Teachers Prepared to Promote Argumentation? A Case Study with Pre-Service Teachers in Bogotá City

Autor/in	Archila, Pablo Antonio
Titel	Are Science Teachers Prepared to Promote Argumentation? A Case Study with Pre-Service Teachers in Bogotá City
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 15 (2014) 1, Artikel 2 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	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; Colombia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Forschungsvorhaben; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Auswertung; Kursstrukturplan; Inhaltsanalyse; Befragungstechnik; Fragetechnik; Kolumbien
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10