SOME CONCEPTIONS ABOUT ARGUMENTATION OF INSERVICE SCIENCE TEACHERS IN CÓRDOBA (ARGENTINA)

Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)

Dublin City University

Año: 2018; p. 945 - 951

Argumentation bears significant importance in science teaching and learning. In this paper, the conceptions about argumentation held by in-service secondary science teachers are characterised through the analysis of the data obtained by means of a semi-structured questionnaire. The teachers who were questioned highlight the importance of using evidence in order to defend a point of view; they indicate that they frequently use teaching devices that only include information, and that they attribute an important role to the discussion of different stands. They stress the value of argumentation for learning to think and for the scientific literacy of students, and they state that the main obstacle in terms of embarking on the teaching of argumentation is the students? difficulty in carrying out the tasks proposed and undertaking to them.