{"title":"科学争议，初级教师培训的概念和方法基础:挪用辩论技巧的教学建议","authors":"Teo Pabon , Liz Muñoz , Jordi Vallverdú","doi":"10.1016/j.eq.2015.05.007","DOIUrl":null,"url":null,"abstract":"<div><p>A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.</p></div>","PeriodicalId":39011,"journal":{"name":"Educacion Quimica","volume":"26 3","pages":"Pages 224-232"},"PeriodicalIF":0.0000,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.eq.2015.05.007","citationCount":"1","resultStr":"{\"title\":\"La controversia científica, un fundamento conceptual y metodológico en la formación inicial de docentes: una propuesta de enseñanza para la apropiación de habilidades argumentativas\",\"authors\":\"Teo Pabon , Liz Muñoz , Jordi Vallverdú\",\"doi\":\"10.1016/j.eq.2015.05.007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.</p></div>\",\"PeriodicalId\":39011,\"journal\":{\"name\":\"Educacion Quimica\",\"volume\":\"26 3\",\"pages\":\"Pages 224-232\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.eq.2015.05.007\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educacion Quimica\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0187893X15000348\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educacion Quimica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0187893X15000348","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
La controversia científica, un fundamento conceptual y metodológico en la formación inicial de docentes: una propuesta de enseñanza para la apropiación de habilidades argumentativas
A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.
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