Asia-Pacific Forum on Science Learning and Teaching, Volume 15, Issue 1, Article 2 (Jun., 2014)
Are science teachers prepared to promote argumentation? A case study with pre-service teachers in Bogotá city
Pablo Antonio ARCHILA
Superior Institute of Pedagogy, Education Master Program, Universidad Autónoma de Colombia, COLOMBIA
Received 29 Apr., 2014
Revised 23 Jun., 2014
- Literature Review
- The first finding responds to the question: Are pre-service teachers prepared to address questions to students accepting and discussing alternative answers?
- The second finding responds to the question: Are future teachers prepared to manage spontaneous interventions of students in chemistry class?
- The third finding responds to the question: Are future teachers ready to promote argumentation in and from practical works?
This paper addresses the importance of argumentation in science education. A research project was done in order to know how a group of pre-service chemistry teachers has been prepared to promote students’ argumentation. A Chemistry degree studies plan from a Colombian university was surveyed, and 18 future teachers’ representations about argumentation were analyzed. Results indicate argumentation is not an explicit priority for the pre-service chemistry teachers training program studied. Additionally, future teachers showed consciousness about the necessity of being prepared to engage students successfully in argumentative activities. Nonetheless, pre-service chemistry teachers manifest not to know how to design multiple methodologies to improve argumentation. Therefore, one of the multiple proposals of solution could be the incorporation of a module that allows pre-service chemistry teachers to build their own strategies to promote argumentation.
Keywords: argumentation, chemistry education, pre-service science teacher training, science education