2022
DOI: 10.28976/1984-2686rbpec2022u14691494
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Analysis of Teachers’ Knowledge on Argumentation: A Study of Portfolios of Chemistry Pre-service Teachers

Abstract: This study aims to analyze which teaching knowledge pieces on argumentation are mobilized by pre-service chemistry teachers in their teaching portfolio when those pre-service teachers have experienced a course in which teaching argumentation was explicit; the study also aims to evaluate the contributions of using the portfolio in forming future teachers’ knowledge on argumentation; lastly, what those contributions would be. A set of a priori categories and also categories emerging from our data were used to an… Show more

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