Argumentation in Initial Teacher Training. Empowering Prospective Chemistry Teachers with Evidence and Justification.

Autor/in	Erduran, Sibel
Titel	Argumentation in Initial Teacher Training. Empowering Prospective Chemistry Teachers with Evidence and Justification.
Quelle	Aus: Eilks, Ingo (Hrsg.); u.a.: Towards research-based science teacher education. Aachen: Shaker (2006) S. 41-52Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8322-5462-5; 978-3-8322-5462-9
Schlagwörter	Bildungsforschung; Schule; Lehrerbildung; Fachdidaktik; Naturwissenschaftlicher Unterricht; Europa
Abstract	The paper presents a rationale for promoting argumentation in secondary science teacher education. Broadly speaking argumentation involves the justification of knowledge claims with evidence. The paper reviews relevant literature on the role of argumentation in science teaching and learning, and subsequently presents some school-based research projects investigating how argumentation can be promoted in the professional development of chemistry teachers. One project concentrates on research with in-service teachers in the United Kingdom, a project that formed the basis of subsequent projects with pre-service teachers both in the United Kingdom and Turkey. Results from training of pre-service chemistry teachers in London and Istanbul schools are reported. Implications include the need to establish the progression of expertise in the teaching of argumentation as well as the impact of argumentation teaching skills on other pedagogical skills.
Erfasst von	Externer Selbsteintrag
Update	2007/3