Development of professional noticing on scientific argumentation in the high school classroom

Francisco Javier Ruiz Ortega, Conxita Márquez, Edelmira Badillo, José Mauricio Rodas Rodríguez

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

© 2018, Universidad Complutense de Madrid. All rights reserved. This study attempts to show a teacher professional noticing on scientific argumentation in the high school classroomof a future teachers program in the Colombian context. Argumentation in high school requires a relationship among three aspects (conceptual, didactic and structural). The characterization of this professional competence involves the development of three main skills in pre-service teachers: Identifying the main elements in the argumentation process in science class; interpreting the said elements; and making decisions based on practice to better argumentation process in the science class. Data gathered consisted of student-teachers’ productions in relation to the activities proposed by the researchers. Activities were all based in video material previously recorded with class episodes. Results show the complexity to develop this competence within a training course. Also, some significant changes in the skills of identification and interpretation of argumentation practices were evidenced. In contrast, difficulties in decision making through reflective teaching in the practice were also identified.
Original languageEnglish
Pages (from-to)559-576
JournalRevista Complutense de Educacion
Volume29
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Professional competences
  • Professional view
  • Scientific argumentation
  • Teacher training
  • Video analysis

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