Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3259
Title: First steps in teaching argumentation: A South African study
Authors: Braund, Martin 
Scholtz, ZE 
Sadeck, MA 
Koopman, RH 
Braund, Martin 
Scholtz, Zena 
Keywords: Critical thinking;Argumentation;Student teachers;Science
Issue Date: 2013
Abstract: South African student teachers were studied to see how they coped with requirements to teach science using argumentation. Lesson observations, plans, reflective logs, post-teaching interviews and assessment of pupils’ argumentation were used to compare student teachers’ preparedness and interactions with pupils. Two clusters of students were identified representing high preparedness and low interaction. A high degree of preparedness alone did not guarantee high levels of argumentation. Schools’ educational situations were independent of success in teaching argumentation. The outcomes and implications for further development of teaching critical thinking are discussed.
URI: http://hdl.handle.net/11189/3259
http://www.sciencedirect.com/science/article/pii/S0738059312000417
Other Identifiers: http://dx. DOI: 10.1016/j.ijedudev.2012.03.007
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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