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Argumentation-in-practice: using action research to develop argumentation practices in secondary science classrooms

Argumentation-in-practice: using action research to develop argumentation practices in secondary science classrooms
Argumentation-in-practice: using action research to develop argumentation practices in secondary science classrooms
For a number of years now there has been increasing interest in the way that argument can be utilised in science education. Educational reforms now incorporate argumentation with reports such as Taking Science to School and the Next Generation Science Standards (NRC, 2012) including argumentation as one of the scientific practices that should be taught in K-12 science education. However, a number of challenges have been noted when teachers attempt to teach science as argument. This study presents a qualitative exploratory case study of an in-service science teacher’s engagement in an action research professional development program. The support and opportunities for reflection provided during the school year, allowed her to identify elements of her practice that she wanted to develop in order to help her students learn better. Perceived impact of her changing practice on her students’ learning, especially in relation to their use of the language of science, their attitudes towards collaborating, and their ability to use evidence in support of their claims, was found to facilitate change. Changes were also noted in moving from construction to evaluation of evidence and arguments, an aspect found to be a challenge for teachers trying to teach science as argument.
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a
Christodoulou, Andri
0a97820c-7e87-45d6-827a-d72fa1734d0a

Christodoulou, Andri (2015) Argumentation-in-practice: using action research to develop argumentation practices in secondary science classrooms. European Science Education Research Association (ESERA), Helsinki, Finland. 31 Aug - 04 Sep 2015.

Record type: Conference or Workshop Item (Paper)

Abstract

For a number of years now there has been increasing interest in the way that argument can be utilised in science education. Educational reforms now incorporate argumentation with reports such as Taking Science to School and the Next Generation Science Standards (NRC, 2012) including argumentation as one of the scientific practices that should be taught in K-12 science education. However, a number of challenges have been noted when teachers attempt to teach science as argument. This study presents a qualitative exploratory case study of an in-service science teacher’s engagement in an action research professional development program. The support and opportunities for reflection provided during the school year, allowed her to identify elements of her practice that she wanted to develop in order to help her students learn better. Perceived impact of her changing practice on her students’ learning, especially in relation to their use of the language of science, their attitudes towards collaborating, and their ability to use evidence in support of their claims, was found to facilitate change. Changes were also noted in moving from construction to evaluation of evidence and arguments, an aspect found to be a challenge for teachers trying to teach science as argument.

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More information

Published date: 4 September 2015
Venue - Dates: European Science Education Research Association (ESERA), Helsinki, Finland, 2015-08-31 - 2015-09-04
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 381396
URI: http://eprints.soton.ac.uk/id/eprint/381396
PURE UUID: 0baa92df-1837-4517-beac-f77cdc1dbc81
ORCID for Andri Christodoulou: ORCID iD orcid.org/0000-0002-7021-4210

Catalogue record

Date deposited: 30 Sep 2015 16:08
Last modified: 15 Mar 2024 03:40

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