Science Teachers' Argumentation Discourse in an Engineering-Oriented Teacher Professional Development

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

The purpose of this study was to examine changes in the quality of science teachers’ argumentation discourse before and after participation in an engineering-oriented teacher professional development about earthquake engineering. Researchers implemented argumentation discourse via a distributed learning approach using concept maps as cognitive scaffolds and argumentation discourse tools. Results of analysis showed that, although the number of total argumentation statements did not change significantly, the level of argumentation discourse did increase significantly. Based on the results, it can be concluded that argumentation discourse intervention via distributed learning approaches in the context of earthquake engineering is useful in enhancing the quality of science teachers’ argumentation discourse.

Authors

• Baki Cavlazoglu, Karadeniz Technical University

• Carol L. Stuessy, Texas A&M University