Advancing teacher knowledge of effective argumentation pedagogy Report as inadecuate




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Paul Davies ; Jillian Trevethan ;Educar em Revista 2012, 44

Author: Shirley Simon

Source: http://www.redalyc.org/


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Educar em Revista ISSN: 0104-4060 educar@ufpr.br Universidade Federal do Paraná Brasil Simon, Shirley; Davies, Paul; Trevethan, Jillian Advancing teacher knowledge of effective argumentation pedagogy Educar em Revista, núm.
44, abril-junio, 2012, pp.
59-74 Universidade Federal do Paraná Paraná, Brasil Available in: http:--www.redalyc.org-articulo.oa?id=155023661005 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Advancing teacher knowledge of effective argumentation pedagogy Progressão do conhecimento docente na pedagogia da argumentação efetiva Shirley Simon PhD1 Paul Davies PhD2 Jillian Trevethan3 ABSTRACT This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors.
In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science.
The teachers attend workshops on planning and organising effective group-work, introducing argument and sustaining small group discussion, and curriculum planning to promote argumentation activity.
Between sessions the teachers develop each aspect of pedagogy in their schools.
Data are collected from each of the participating schools using teacher survey and interviews to ascertain perspectives on argumentation practice in science, pedagogical strategies used, changes in practice and collaborative working with colleagues in school.
The paper focuses on the issues of research design in determining the impact of the workshops. Keywords: argumentation; teacher development; group-work. 1  PhD in Science...





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