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dc.contributor.authorCebrián-Robles, Daniel
dc.contributor.authorFranco-Mariscal, Antonio Joaquín
dc.contributor.authorBlanco-López, Ángel
dc.date.accessioned2021-09-14T12:11:17Z
dc.date.available2021-09-14T12:11:17Z
dc.date.created2021
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/10630/22834
dc.description.abstractThe recent literature has shown the importance of Preservice Elementary Science Teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 hours of class participation plus 8 hours of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre-test and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice, especially to the extent to which they mentioned argumentation in their practice portfolios.es_ES
dc.description.sponsorshipThis work is part of the “I+D Excelencia” project “Development and evaluation of scientific competences through context based and modelling teaching approaches” case studies (EDU2013-41952-P), funded by the Spanish Ministry of Economy and Finance through its 2013 research call.es_ES
dc.language.isospaes_ES
dc.publisherSpringeres_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.subjectEducación - Investigaciónes_ES
dc.subject.otherArgumentation competencees_ES
dc.subject.otherPreservice elementary science teacherses_ES
dc.subject.otherRubricses_ES
dc.subject.otherAssessmentes_ES
dc.titlePreservice Elementary Science Teachers' Argumentation Competence: Impact of a Training Programmees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.identifier.doi10.1007/s11251-018-9446-4
dc.rights.ccAtribución-NoComercial-CompartirIgual 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/submittedVersiones_ES


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