106 research outputs found
Calidad en las justificaciones, uso de conceptos y consistencia entre datos e inferencias en la toma de decisiones
Anålise da trama de argumentos na obra "MeditaçÔes" cartesianas na construção da ideia do "Cogito": uma proposta para um modelo didåtico para o ensino de Filosofia
The Use of Criteria in Argumentation and the Construction of Environmental Concepts: A university case study
Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning
The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks
El ABP y el diagrama heurĂstico como herramientas para desarrollar la argumentaciĂłn escolar en las asignaturas de ciencias
Research methods in Science Education in Latin America: how we researched in the 2000s
Neste trabalho apresentamos os resultados de uma pesquisa sobre as metodologias e instrumentos de pesquisa usados nos artigos publicados nas principais revistas da ĂĄrea de ensino de ciĂȘncias da AmĂ©rica Latina no perĂodo 2000-2009. A partir destes dados, discutimos diferentes aspectos que podem ser Ășteis para melhorar a qualidade da pesquisa na ĂĄrea
Preservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programme
The recent literature has shown the importance of Preservice Elementary Science Teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 hours of class participation plus 8 hours of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTsâ argumentation competence using Toulminâs argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre-test and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice, especially to the extent to which they mentioned argumentation in their practice portfolios.This work is part of the âI+D Excelenciaâ project âDevelopment and evaluation of scientific competences through context based and modelling teaching approachesâ case studies (EDU2013-41952-P), funded by the Spanish Ministry of Economy and Finance through its 2013 research call
Abordagem comunicativa, argumentação e objetivos didĂĄticos: um episĂłdio de sala de aula de fĂsica gerenciado por um estagiĂĄrio
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