Asia-Pacific Forum on Science Learning and Teaching, Volume 15, Issue 1, Article 2 (Jun., 2014)
Pablo Antonio ARCHILA
Are science teachers prepared to promote argumentation? A case study with pre-service teachers in Bogotá city

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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

E-mail: pabloantonioarchila@yahoo.fr

Received 29 Apr., 2014
Revised 23 Jun., 2014


Contents

Abstract

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

 

 


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