RT Journal Article
T1 Assessing the argumentation ability of pre-service teachers. Case study concerning the chemical dissolution process
A1 Cebrián-Robles, Daniel
A1 Hierrezuelo Osorio, Jose Manuel
A1 Cruz-Lorite, Isabel
A1 Franco-Mariscal, Antonio Joaquín
K1 Soluciones (Química)
K1 Lógica
K1 Profesores
K1 Educación infantil
K1 Enseñanza primaria
AB The scientific argumentation ability of pre-service teachers (PSTs) in the early stages of education is essential as they will provide students with their initial grounding in the scientific knowledge. A total of 133 pre-service Early Childhood (PSEC) and Primary (PSP) School teachers undertook an argumentation activity concerning how the dissolution process takes place. The design of this activity is as a clear example of the different levels of complexity of the argumentation ability in science. The results show that PSTs consolidated the categories identification of evidence and construction of warrant. However, the abilities to provide a counter-critique and construct a comparative argument are still not consolidated. The Mann-Whitney U test did not show any significant differences between groups with high levels of difficulty. In contrast, we found significant differences for the identification of evidence in favour of PSPs.
PB Universidad Pablo de Olavide
YR 2020
FD 2020
LK https://hdl.handle.net/10630/34359
UL https://hdl.handle.net/10630/34359
LA eng
NO Cebrián-Robles, D., Hierrezuelo-Osorio, J., Cruz-Lorite, I. Mª. & Franco-Mariscal, A. J. (2022). Evaluando la capacidad de argumentación de maestros en formación inicial. Estudio de caso del proceso de disolución química International Journal of Educational Research and Innovation (IJERI), 17, 73-83
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 4 mar 2026