What is it about?
This study investigates to what extent a context of explicit teaching of argumentation contributed to developing pre-service teachers' knowledge on argumentation.
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Why is it important?
There are very few studies on pre-service teachers' knowledge on argumentation. Additionally, we discuss the nature of such knowledge.
Perspectives
I hope this paper may support further discussions concerning teachers' knowledge related to scientific practices.
Dr Rosária Justi
Universidade Federal de Minas Gerais
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This page is a summary of: Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme, International Journal of Science Education, August 2016, Taylor & Francis,
DOI: 10.1080/09500693.2016.1221546.
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