Scientific Argumentation In Pre-service Biology Teacher Education
Agustín Adúriz-Bravo 1 * , Leonor Bonan 1, Leonardo González Galli 1, Andrea Revel Chion, Elsa Meinardi 1
More Detail
1 Universidad de Buenos Aires, Buenos Aires, Argentina.
* Corresponding Author

Abstract

This paper discusses the design of an instructional unit examining scientific argumentation with prospective biology teachers. Linguistics and philosophy of science have turned to argumentation as a relevant skill; its importance in science classes has also been highlighted by scholars. We define school scientific argumentation and analyse its components. We present the unit, directed to pre-service biology teachers, which includes different strategies; among them, we propose guided reading, analogies, debates, and discussion on historical episodes. We describe the activities, examining the nature-of-science topics addressed. The sequence relates to secondary science teaching; this may increase the meaningfulness of the nature of science in teacher education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75333

EURASIA J Math Sci Tech Ed, 2005 - Volume 1 Issue 1, pp. 76-83

Publication date: 22 Nov 2005

Article Views: 442

Article Downloads: 159

Open Access References How to cite this article