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Work Package 7 Argumentation for teacher education in science

Work Package 7 Argumentation for teacher education in science. Universidade de Santiago de Compostela, Spain (María Pilar Jiménez-Aleixandre, Juan Ramón Gallástegui, Blanca Puig) STEAM Start-up meeting Trondheim, 7-8 May 2009. Participants in WP7: six institutions.

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Work Package 7 Argumentation for teacher education in science

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  1. Work Package 7 Argumentation for teacher education in science Universidade de Santiago de Compostela, Spain (María Pilar Jiménez-Aleixandre, Juan Ramón Gallástegui, Blanca Puig) STEAM Start-up meeting Trondheim, 7-8 May 2009

  2. Participants in WP7: six institutions • USC Universidade de Santiago de Compostela, Spain • (Prof. María Pilar Jiménez-Aleixandre, Juan Ramón Gallástegui, Blanca Puig) • UnivBris University of Bristol, UK • (Dr. Sibel Erduran, Katie Hall, Xiomei Yan) • C.N.R.S., Lyon, France (Prof. Andrée Tiberghien) • UHB Université de Haute Bretagne, France • (Ghislaine Gueudet, Gérard Sensevy, Sylvain Laubé) • USB University of South Bohemia, Czech Republic • (Prof. Iva Stuchlikova, Miroslav Papacek, Jan Petr) • KUT Kaunas University of Technology, Lithuania • Nijole Ciuciulkiene, Arvydas Palevicius, Regita Bendikiene, Nijole Bankauskiene

  3. Objectives of WP7 • – To disseminate specialised training resources and related materials to support the teaching and learning of argumentation in science classrooms, as a component of IBST/E.

  4. Background: the relevance of argumentation • Argumentation can be characterized as the evaluation of knowledge in the light of evidence • Argumentation & use of evidence make part of the scientific competences (UE ‘basic competences’) • One of the three dimensions in scientific competence (PISA, policy documents), e.g. • “the capacity to draw appropriate conclusions from evidence, to criticize arguments made by other on the basis of evidence and to distinguish among an opinion and a claim supported by evidence” (PISA report)

  5. Contribution of WP7 • Our contribution is aimed at the development of resources and strategies to support teachers in the design and implementation of learning environments to promote argumentation and the appropriation of the discursive practices of science. • It will extend the research from projects as Mind the Gap, RODA (USC), IDEAS (UK), PEGASE (CNRS) • WP7 will disseminate training resources and classroom materials to support teaching and learning argumentation in science classrooms, and the development of teachers’ reasoning • Professional development programmes will be designed and implemented.

  6. Tasks and principles WP7 • We will use guidelines and design principles for the design of learning environments to support students’ argumentation, coherent with the design principles for inquiry-based classrooms. • Key features: the evaluation of evidence, inquiry perspectives, centred on authentic problems, and the dialogic communicative approach. • Outcomes in terms of students’ argumentation skills will provide proof of effectiveness

  7. DeliverablesWP7 & connections to WPs • 7.1 Report on argumentation and teacher education in Europe (18) --- connection to WP2 (UIO) • 7.2 Set of teaching sequences for argumentation for use in teacher education (24) --- connection to WP9 (FSU) • 7.3 Set of teaching sequences for argumentation, for use in schools (30) --- connection to WP9 (FSU) • 7.4 Chapter about argumentation in Science teacher education (30)-- book in WP6 (CYCO) • 7.5 Guidelines for professional development (24)- WP7a • 7.6 Training program in P4CM (18) - WP7b • 7.7 Professional development programme on argumentative competence for new teachers (12) - WP7c

  8. Sub-packages WP7 • WP7a (CNRS-UHB, France) Guidelines for professional development in argumentation, based on the project PEGASE 46 • WP7b (USB, Czech Republic)Training program in P4CM (Philosophy for children-Mathematics), focused on creating communities of inquiry • WP7c (KTU, Lithuania) Professional development programme on argumentative competence for new teachers

  9. Links among WP7 and other WPs With WP2 Production of report on the state of the art With WP3 Dissemination of SINUS through national workshop With WP6 Book chapter on argumentation in science teacher ed. & links to inquiry With WP9 evaluation of teaching sequences & training programmes With WP10 Dissemination of outcomes

  10. Implementation WP7 • Collaborative work with teachers to produce and test teaching sequences • Teacher workshops through national schemes for teacher education • Webpage • Dissemination events: University summer courses summerschool • Presentation in conferences: ESERA, ERIDOB, NARST • Sharing and adapting video data

  11. WP7 Thank you!

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