Design-Based Research of Pre-Service Teachers Education Program for Fostering Argument Skills

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  • 教員志望の大学生を対象としたアーギュメント・スキル教育プログラムのデザイン研究(<特集>科学教師教育)
  • 教員志望の大学生を対象としたアーギュメント・スキル教育プログラムのデザイン研究
  • キョウイン シボウ ノ ダイガクセイ オ タイショウ ト シタ アーギュメント ・ スキル キョウイク プログラム ノ デザイン ケンキュウ

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Abstract

There are many potential benefits in student engagement in and practice of argument. To foster the argument skills of students, teachers themselves need to have high-level argument skills, since they will otherwise find it very difficult to teach such skills to students. This study focused on the low level of teachers' argument skills. This paper presents the results of a two-year study to provide pre-service teachers with the program to gain high-level argument skills addressing socio-scientific issues. The program revision implemented for the second year of the study allowed the teacher educator to share the argument assessment criteria with the pre-service teachers. The arguments produced by pre-service teachers in the first and second year show that pre-service teachers taking the second-year program produced higher-quality arguments in terms of explaining the reasons why evidence challenges a claim, using evidence to counter evidence against their position, and making sense of tradeoffs between conflicting evidence.

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