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Science Teachers' Use of Argumentation Instructional Model: Linking PCK of Argumentation, Epistemological Beliefs, and Practice
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Sengul, Ozden; Enderle, Patrick James; Schwartz, Renee S. – International Journal of Science Education, 2020
This study aimed to explore the relationship between science teachers' pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and classroom practices. Participants were three urban science teachers who were selected among 12 teachers from a professional development (PD) program focusing on Argument-Driven Inquiry (ADI)…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Persuasive Discourse, Beliefs
Argumentative Writing as a Tool to Develop Conceptual and Epistemic Knowledge in a College Chemistry Course Designed for Non-Science Majors
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Chen, Ying-Chih; Aguirre-Mendez, Claudia; Terada, Takeshi – International Journal of Science Education, 2020
This study used a quasi-experimental design to examine the effects of argumentative writing on non-science majors' conceptual understanding and the growth of their writing skills over a semester. To assess gain in conceptual knowledge, tests were given before and after the course; students in the writing group gained significantly more than…
Descriptors: Persuasive Discourse, Writing Skills, Science Instruction, College Science