Discussion of the Controversy Concerning a Historical Event among Pre-Service Teachers: Contributions to Their Knowledge about Science, Their Argumentative Skills, and Reflections about Their Future Teaching Practices

Autor/inn/en	Justi, Rosária; Mendonça, Paula Cristina Cardoso
Titel	Discussion of the Controversy Concerning a Historical Event among Pre-Service Teachers: Contributions to Their Knowledge about Science, Their Argumentative Skills, and Reflections about Their Future Teaching Practices
Quelle	In: Science & Education, 25 (2016) 7-8, S.795-822 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-016-9846-2
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Science Education; Science Teachers; Chemistry; Controversial Issues (Course Content); Science History; Awards; Law Related Education; Drama; Role Playing; Discussion (Teaching Technique); Video Technology; Reflection; Journal Writing; Content Analysis; Scientific Principles; Persuasive Discourse; Student Teacher Attitudes; Educational Attitudes; Scientific Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Controversial issues; Kontroverse; History of science; Wissenschaftsgeschichte; Award; Auszeichnung; Schauspiel; Rollenspiel; Zeitschriftenaufsatz; Inhaltsanalyse; Persuasion; Persuasive Kommunikation; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	As part of a teacher training project, 16 future chemistry teachers participated in a dramatisation activity (a mock trial of the Fritz Haber case), in which they discussed a controversy concerning an event from the history of science: the awarding of the Nobel Prize in Chemistry to Fritz Haber in 1918. Preparations for the role-play activity, the dramatisation of the mock trial, and the subsequent discussions were video-recorded. We also collected the written material produced by the pre-service teachers and the reflective journals they produced during their involvement with the activity. This article discusses the contributions of such an experience to future teachers' knowledge on aspects related to both nature of science and argumentation, as well as to their views on their future actions related to authentic teaching "of" and "about" science. The results show that such contributions were meaningful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01