Examining the Factors Impacting Pre-service Teachers’ Beliefs about Argument Instruction

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  • 教員志望大学生のアーギュメント指導に対する信念に影響する要因の検討
  • —Through a Learning Program to Introduce Argument Skills into Elementary School Science Classes—
  • ―アーギュメントを小学校理科授業に導入するための学修プログラムを通して―

Abstract

<p>The purpose of this study is to clarify the factors affecting pre-service teachers’ beliefs about teaching argument skills through a learning program to introduce argumentation into elementary school science classes. The participants were 64 university students who aspired to become teachers and who were beginners to argument skill instruction. The learning program was referred to in research by Yamamoto and Kamiyama (2017). The belief survey was conducted two times after the stage of learning basic knowledge such as the definition of arguments, and then after completing all the activities of the program. Among the survey results, we analyzed the influence of the beliefs that became stronger after the program. The results clearly demonstrated that awareness of an argument having a scientific logical structure, the ability and experience of the learner to work on the argument, recognition of the learners’ state of motivation, and experience of actually envisioning a lesson in argumentation skills all count among the affected factors.</p>

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