2026-05-31T02:39:51Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/343592026-02-03T10:57:16Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Cebrián-Robles, Daniel
author
Hierrezuelo Osorio, Jose Manuel
author
Cruz-Lorite, Isabel
author
Franco-Mariscal, Antonio Joaquín
2024-10-04T11:14:02Z
2024-10-04T11:14:02Z
2020
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
https://hdl.handle.net/10630/34359
https://doi.org/10.46661/ijeri.4968
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.
eng
Soluciones (Química)
Lógica
Profesores
Educación infantil
Enseñanza primaria
Assessing the argumentation ability of pre-service teachers. Case study concerning the chemical dissolution process
journal article
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URL
https://riuma.uma.es/bitstreams/d89c5d0e-5279-4b34-8b3a-9b8eadf55c85/download
File
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6252567d40ce2c16d72c9cdefbf74cac
298509
application/pdf
IJERI_2020.pdf