Argumentation in Science Teacher Education: The Simulated Jury as a Resource for Teaching and Learning

Autor/inn/en	Vieira, Rodrigo Drumond; da Rocha Bernardo, José Roberto; Evagorou, Maria; de Melo, Viviane Florentino
Titel	Argumentation in Science Teacher Education: The Simulated Jury as a Resource for Teaching and Learning
Quelle	In: International Journal of Science Education, 37 (2015) 7, S.1113-1139 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1022623
Schlagwörter	Preservice Teacher Education; Science Teachers; Persuasive Discourse; Simulation; Court Litigation; Class Activities; Active Learning; Discourse Analysis; Debate; Teaching Methods; Learning Activities; Physics; Methods Courses; Role Playing; Observation; Foreign Countries; Ethnography; Brazil + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Simulation program; Simulationsprogramm; Rechtsstreit; Aktives Lernen; Diskursanalyse; Debating; Streitgespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Physik; Methodisch-didaktische Anleitung; Rollenspiel; Beobachtung; Ausland; Ethnografie; Brasilien
Abstract	In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups' presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as "animator" of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges' identification of the pattern "concrete/obstacles--ideological/possibilities" in the groups' responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers' argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01