Scientific Argumentation In Pre-service Biology Teacher Education

Adúriz–Bravo, Agustín; Bonan, Leonor; Galli, Leonardo González; Chion, Andrea Revel; Meinardi, Elsa

doi:10.12973/ejmste/75333

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…In order to increase effectiveness in the use of analogies, teachers need to have in mind their limitations and be aware that analogies are a very powerful way can communicate certain messages and conveniently ignore others. Adúriz-Bravo et al (2005) have suggested that analogies need to be considered among the strategies that teachers need to develop in order to incorporate school scientific argumentation as a teaching skill. They need to be prepared to guide students in mapping relevant features and identifying the points where the analogy breaks down in order to avoid misunderstanding, inappropriate comparisons or oversimplification of the new concepts.…”

Section: Discussionmentioning

confidence: 99%

Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings?

Ramos¹

2011

EURASIA J MATH SCI T

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In this paper there is a critical overview of the role of analogies as tools for meaning making in science education, their advantages and disadvantages. Two empirical studies on the use of analogies in primary classrooms are discussed and analysed. In the first study, the 'string circuit' analogy was used in the teaching of electric circuits with students aged 8-9. In the second study, the 'making a cake' analogy was introduced within the study of photosynthesis with students aged 10-11. Outcomes of both studies are scrutinised to assess the effectiveness of analogies as tools for meaning making. How the analogies are presented, their contexts, and how much students are involved in mapping the analogical relations appear to be determinant. This strongly suggests that research and pedagogical practice should shift from determining the effectiveness of analogy in cognitive transfer, from analogue to target domains, towards the recognition of its role in generating engagement in developing meaningful explanations through discourse. Finally, most salient aspects of the use of analogies are considered for contexts in which they are used to promote understanding of scientific ideas. Analogy can play and important role in that task if it is seen as a resource to promote understanding and meaning making but its strengths and limitations are not ignored.

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Section: Discussionmentioning

confidence: 99%

Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings?

Ramos¹

2011

EURASIA J MATH SCI T

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“…We have partially analysed the collected texts using a framework aimed at teaching, fostering, and assessing what we call school scientific argumentation (cf., Adúriz-Bravo and Revel Chion 2005;Adúriz-Bravo et al 2005). In our framework, we consider that good school scientific arguments comprise in a balanced way four recognisable components: theoretical (scientific model used), logical (syntactic structure), pragmatic (adequacy to the audience), and rhetorical (linguistic resources used to convince).…”

Section: Discussion On the Design And The Implementation Of The Unitmentioning

confidence: 99%

A Research-Informed Instructional Unit to Teach the Nature of Science to Pre-Service Science Teachers

Adúriz–Bravo

Izquierdo-Aymerich

2009

Sci & Educ

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In this paper we discuss the foundations and process of design of a researchinformed instructional unit aimed for pre-service science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific inference and explanation, values, gender issues) anchoring them in a wellknown episode from the history of science-the 'discovery' of radium by the Curies. Such episode is mainly examined as reconstructed in the 1997 French commercial film 'Les Palmes de Monsieur Schutz'. Pre-service science teachers are required to solve three tasks, individually and in small groups; those tasks are respectively centred around: (1) the distinction between 'discovering' and 'inventing'; (2) scientific modelling via abduction; and (3) the extended hagiographic treatment of the figure of Madame Curie. Plenary debates around the tasks aim at acquainting pre-service science teachers with some powerful concepts of twentieth century philosophy of science.A preliminary, much shorter, version of this paper was published (Adúriz-Bravo and Izquierdo-Aymierich

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“…However, most work involves pedagogical efforts to improve the construction of natural language scientific arguments by students, e.g. [1].…”

Section: Argumentationmentioning

confidence: 99%

Argudas: arguing with gene expression information

McLeod¹,

Ferguson²,

Burger³

2010

Nature Precedings

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Scientific Argumentation In Pre-service Biology Teacher Education

Cited by 11 publications

References 6 publications

Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings?

Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings?

A Research-Informed Instructional Unit to Teach the Nature of Science to Pre-Service Science Teachers

Argudas: arguing with gene expression information

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