Scientific controversy, a conceptual and methodological fundament in the initial teacher education: A proposal of teaching for the appropriation of argumentative skills

Teo Pabon; Liz Muñoz; Jordi Vallverdú

doi:10.1016/j.eq.2015.05.007

Scientific controversy, a conceptual and methodological fundament in the initial teacher education: A proposal of teaching for the appropriation of argumentative skills

Teo Pabon, Liz Muñoz, Jordi Vallverdú

Department of Philosophy

Research output: Contribution to journal › Article › Research › peer-review

Abstract

© 2015 Universidad Nacional Autónoma de México. A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.

Original language	English
Pages (from-to)	224-232
Journal	Educacion Quimica
Volume	26
Issue number	3
DOIs	https://doi.org/10.1016/j.eq.2015.05.007
Publication status	Published - 31 Jul 2015

Keywords

Analysis model of scientific dynamics
Argumentation
Epistemic values
Scientific controversy

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10.1016/j.eq.2015.05.007

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Scientific controversy, a conceptual and methodological fundament in the initial teacher education: A proposal of teaching for the appropriation of argumentative skills

Abstract

Keywords

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