教員志望の大学生を対象としたアーギュメント・スキル教育プログラムのデザイン研究(<特集>科学教師教育) Design-Based Research of Pre-Service Teachers Education Program for Fostering Argument Skills

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There are many potential benefits in student engagement in and practice of argument. To foster the argument skills of students, teachers themselves need to have high-level argument skills, since they will otherwise find it very difficult to teach such skills to students. This study focused on the low level of teachers' argument skills. This paper presents the results of a two-year study to provide pre-service teachers with the program to gain high-level argument skills addressing socio-scientific issues. The program revision implemented for the second year of the study allowed the teacher educator to share the argument assessment criteria with the pre-service teachers. The arguments produced by pre-service teachers in the first and second year show that pre-service teachers taking the second-year program produced higher-quality arguments in terms of explaining the reasons why evidence challenges a claim, using evidence to counter evidence against their position, and making sense of tradeoffs between conflicting evidence.

収録刊行物

  • 科学教育研究

    科学教育研究 37(2), 149-157, 2013

    一般社団法人 日本科学教育学会

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各種コード

  • NII論文ID(NAID)
    110009615236
  • NII書誌ID(NCID)
    AN00036978
  • 本文言語コード
    JPN
  • 資料種別
    ART
  • ISSN
    03864553
  • NDL 記事登録ID
    024764280
  • NDL 請求記号
    Z7-1020
  • データ提供元
    CJP書誌  NDL  NII-ELS  J-STAGE 
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