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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/60560
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dc.creatorStefannie de Sá Ibraimpt_BR
dc.creatorRosária da Silva Justipt_BR
dc.date.accessioned2023-11-07T13:45:10Z-
dc.date.available2023-11-07T13:45:10Z-
dc.date.issued2016-
dc.citation.volume38pt_BR
dc.citation.issue12pt_BR
dc.citation.spage1996pt_BR
dc.citation.epage2025pt_BR
dc.identifier.doihttps://doi.org/10.1080/09500693.2016.1221546pt_BR
dc.identifier.issn1464-5289pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/60560-
dc.description.resumoMany researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit teaching of argumentation contributed to developing this knowledge. The data sources include video records of explicit teaching of argumentation, collection of materials produced and used by pre-service teachers, and field notes. Analysis of the data indicates that the explicit teaching of argumentation influenced the conceptual learning of pre-service teachers concerning the elements interwoven into argumentative practice, especially evidence and justifications, and the development of pedagogical aspects in the context of argument. Although the pre-service teachers had expressed some teaching knowledge of argumentation in classroom discussion situations, the use of this approach in teaching situations still appears to be challenging for these teachers. The findings of this study highlight contributions to the area of teacher education in argumentation in terms of knowledge that is essential to plan and conduct argumentation-based teaching, and also to the structure of the initial teacher training programmes directed at teaching in argumentation.pt_BR
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológicopt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFAE - FACULDADE DE EDUCAÇÃOpt_BR
dc.publisher.departmentICX - DEPARTAMENTO DE QUÍMICApt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofInternational Journal of Science Educationpt_BR
dc.rightsAcesso Restritopt_BR
dc.subjectTeachers knowledgept_BR
dc.subjectArgumentationpt_BR
dc.subjectTeachers educationpt_BR
dc.subject.otherQuímica - Formação de professorespt_BR
dc.subject.otherDidáticapt_BR
dc.subject.otherDiscussões e debatespt_BR
dc.subject.otherCiência - Estudo e ensinopt_BR
dc.titleTeachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programmept_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.tandfonline.com/doi/full/10.1080/09500693.2016.1221546pt_BR
dc.identifier.orcidhttp://orcid.org/0000-0001-5724-993Xpt_BR
dc.identifier.orcidhttp://orcid.org/0000-0001-6535-5046pt_BR
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