Fomentar la argumentación en clases de ciencias a través de una controversia sociocientífica en futuros docentes

Jiménez-Tenorio, Natalia; Martorell, Juan José Vicente; Aragón, Lourdes; Martínez, José Maria Oliva

doi:10.17979/arec.2020.4.1.4639

Cited by 7 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students are discussed how science can contribute to understanding advertising or deception, through pseudoscience [23]. We also work on how science allows decisions to be made and participation in society [24].…”

Section: Teaching Interventionmentioning

confidence: 99%

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

Aragón

2020

HighTech. Innov. J.

Self Cite

View full text Add to dashboard Cite

This research aims to analyse the perceptions of future preschool teachers towards the application of practical work. This study is part of a more comprehensive teaching innovation project which aims to contribute to the scientific and technological literacy of teachers in initial training. Three practical activities were designed from the topic Didáctica del Medio Natural at the University of Cádiz (Spain) and implemented during the 2018-2019 year. After their completion, a questionnaire was provided of three closed questions Likert type with five levels. The student's answers were analysed from a quantitative approach taking into account aspects: (1) Usefulness for professional training; (2) Degree of satisfaction with contents; and (3) Degree of utility for your future teaching career. Results indicate that students, in general, were very satisfied with the development of the practical work designed. However, their opinion varied when they considered their usefulness for their future teaching work. In conclusion, results indicate that practical work allows future teachers to increase their interest in science. However, it can be advised the necessity to look for spaces to be able to discuss the learning acquired and to be able to adapt these practices to the children's classroom to consider their didactic potential.

show abstract

Section: Teaching Interventionmentioning

confidence: 99%

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

Aragón

2020

HighTech. Innov. J.

Self Cite

View full text Add to dashboard Cite

show abstract

Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers

Palma-Jiménez,

Cebrián-Robles,

Blanco-López

2023

Sci & Educ

View full text Add to dashboard Cite

Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the socioscientific issue of breastfeeding. Participants were 106 students from year 3 of a 4-year Bachelor’s in Elementary Education offered by The University of Malaga, who for the purposes of the study were divided into two groups: experimental (those who received the instructional module) and control. The impact of instruction on students’ argumentation competence was examined using a pre-test/post-test assessment tool comprising two tasks: one related to the topic of breastfeeding and which required scientific knowledge to construct or critique arguments, and another, focused on a school lunch program that did not necessitate domain-specific knowledge. Students’ responses were analyzed using rubrics that linked the assessment questions to different learning progression levels, with various performance levels being established for each question. At pretest, students in both groups achieved only intermediate or low performance levels on all the learning progression levels, with the exception of constructing a claim. Following instruction, students in the experimental group showed a significant improvement in performance in relation to all the learning progression levels analyzed, with the exception of providing a counter-critique. We believe that the instructional module and assessment tool described here could usefully be applied to other contexts of argumentation.

show abstract

Social media to improve argumentative skills for Engineering students: a qualitative analysis from Students' perspective

Flores-Amado,

Sayeg-Sánchez,

Amozurrutia-Elizalde

et al. 2023

2023 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

Fomentar la argumentación en clases de ciencias a través de una controversia sociocientífica en futuros docentes

Cited by 7 publications

References 6 publications

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

Assessment of the Perceptions of Pre-service Teachers towards Practical Work in the Context of Scientific-technological Literacy

Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers

Social media to improve argumentative skills for Engineering students: a qualitative analysis from Students' perspective

Contact Info

Product

Resources

About