The Pedagogy of Argumentation in Science Education: Science Teachers' Instructional Practices

Autor/inn/en	Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel
Titel	The Pedagogy of Argumentation in Science Education: Science Teachers' Instructional Practices
Quelle	In: International Journal of Science Education, 39 (2017) 11, S.1443-1464 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Özdem Yilmaz, Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1336807
Schlagwörter	Persuasive Discourse; Science Instruction; Teaching Methods; Science Teachers; Elementary School Teachers; Chemistry; Graduate Students; Graduate Study; High Schools; Secondary School Teachers; Video Technology; Audio Equipment; Reflection; Interviews; Documentation; Foreign Countries; Qualitative Research; Lesson Plans; Coding; Turkey + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Chemie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; High school; Oberschule; Audio-CD; Interviewing; Interviewtechnik; Dokumentation; Ausland; Qualitative Forschung; Lesson planning; Unterrichtsplanung; Codierung; Programmierung; Türkei
Abstract	Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01