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RESEARCH PAPER
School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers
1
CONICET - Departamento de Enseñanza de la Ciencia y la Tecnología, Facultad de Ciencias Exactas, Físicas y Naturales, Universidad Nacional de Córdoba, ARGENTINA
2
CONICET - Universidad de Buenos Aires, Facultad de Ciencias Exactas y Naturales, Instituto de Investigaciones en Didáctica de las Ciencias Naturales y la Matemática (CeFIEC), ARGENTINA
Publication date: 2021-06-19
EURASIA J. Math., Sci Tech. Ed 2021;17(7):em1982
KEYWORDS
ABSTRACT
This article focuses on the integration of argumentation and digital technologies in science
teacher education. We present theoretical reflections, results of empirical research, and
description of innovative experiences with pre- and in-service biology teachers. Regarding
argumentation, we analyse what defending a claim in science entails for teachers, the teaching
strategies they (would) use in the classroom in relation to argumentation, the relevance that they
attribute to the performance of different tasks for arguing, the subject content where
argumentation fits more suitably, and the reasons they would consider in favour of arguing in
science classes. For the analysis of educational practices that involve use of technologies, we adopt
a perspective that looks at their complexity and recognises teachers as their creative authors. We
discuss the way in which teachers (would) use technologies in their practice, their expectations
around this, and the foreseen results with students. Finally, we examine three innovative
educational experiences already implemented, using argument maps, web-based inquiry, and a
digital game. We look into the possibilities that these technological resources offer for teachers
to analyse the argumentation levels reached by their students.
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