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Scientific Argumentation In Pre-service Biology Teacher Education
Agustín Adúriz-Bravo 1
,
 
Leonor Bonan 1
,
 
Leonardo González Galli 1
,
 
Andrea Revel Chion
,
 
Elsa Meinardi 1
 
 
 
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1
Universidad de Buenos Aires, Buenos Aires, Argentina.
 
 
Publication date: 2005-11-22
 
 
Corresponding author
Agustín Adúriz-Bravo   

Centro de Formación e Investigación en Enseńanza de las Ciencias, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires Planta Baja, Pabellón 2, Ciudad Universitaria, (C1428EHA) Ciudad Autónoma de Buenos Aires, Argentina. Telephone: 541145763331 Fax: 541145763351
 
 
EURASIA J. Math., Sci Tech. Ed 2005;1(1):76-83
DOI: https://doi.org/10.12973/ejmste/75333
 
 
Article (PDF)
References (15)
 
KEYWORDS
argumentation
biology
components
scientific explanation
nature of science
teacher education
 
ABSTRACT
This paper discusses the design of an instructional unit examining scientific argumentation with prospective biology teachers. Linguistics and philosophy of science have turned to argumentation as a relevant skill; its importance in science classes has also been highlighted by scholars. We define school scientific argumentation and analyse its components. We present the unit, directed to pre-service biology teachers, which includes different strategies; among them, we propose guided reading, analogies, debates, and discussion on historical episodes. We describe the activities, examining the nature-of-science topics addressed. The sequence relates to secondary science teaching; this may increase the meaningfulness of the nature of science in teacher education.
 
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