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

Research output: Contribution to journalArticleResearchpeer-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 languageEnglish
Pages (from-to)224-232
JournalEducacion Quimica
Volume26
Issue number3
DOIs
Publication statusPublished - 31 Jul 2015

Keywords

  • Analysis model of scientific dynamics
  • Argumentation
  • Epistemic values
  • Scientific controversy

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