Argumentation in a Science Class and its Teaching
Argumentation is a cognitive-linguistic competence needed, not only to allow the advance of scientific knowledge, but also to understand and construct school science. Likewise, argumentation is a form of speech that needs to be explicitly promoted in the classroom. Therefore, it is necessary to recognize the importance of teachers’ involvement in critical reflection processes that facilitate the awareness of their conceptions on argumentation and its teaching.
This awareness is a fundamental step to change practices. In this sense, this research sought to identify changes in five teachers who participate in a process of critical reflection. Such aspects are gathered in four items:
- Epistemological: how teachers relate argumentation and science construction.
- Conceptual: how teachers assume reasoning in science.
- Didactic: how teachers conceive their teaching in the classroom.
- Structural: how teachers who participate in this research argue.
This research took place in an official educational institution in the city of Manizales - Colombia, during a school year, with five elementary education teachers.
|Figure 1: Teachers that participate in the research.|
Ruiz, F.; Márquez, C.; Tamayo, O. (2011). Teachers’ change of conceptions on argumentation and its teaching. Bruguière et al. (Eds.) 9th International ESERA Conference, p. 31-37. Lión, Francia. [ISBN: 978-9963-700-44-8].