Some Conceptions about Argumentation of In-Service Science Teachers in Córdoba (Argentina).

GARCIA ROMANO, L.; CONDAT, M.E.; OCCELLI, M.; MASULLO, M.; VALEIRAS, N.

Dublin

Congreso; Conference of the European Science Education Research Association (ESERA); 2017

European Science Education Research Association (ESERA)

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.