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RESEARCH PAPER
Evaluation of an elementary teacher education program to promote argument instruction
1
Hyogo University of Teacher Education, Hyogo, JAPAN
2
Osaka University of Health and Sport Sciences, Osaka, JAPAN
Publication date: 2022-04-06
EURASIA J. Math., Sci Tech. Ed 2022;18(5):em2104
KEYWORDS
argumentationnon-science teachersshort-term teacher education programargument constructionargument evaluation
ABSTRACT
While previous teacher education research on argumentation primarily targeted science teachers,
we will provide insights on where to begin teacher education for beginners in situations, where
argumentation instruction is not yet common and time constraints impede teacher training. We
conducted a short-term program that lasted 160 minutes, with 61 graduate students from a
Japanese graduate school of teacher education as participants. It explained arguments, and
taught the participants how to construct, score, and plan arguments that they could use in their
classes. We conducted the argument construction and evaluation task to examine the presence
or absence of components and the correctness of the arguments. The non-parametric quantitative
response data were analyzed using SPSS by Wilcoxon signed rank-sum test and Mann-Whitney U
test. The results showed that the post-test revealed significant improvements in both tasks. This
program may be effective for non-science beginner teachers.
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