Arguing About Argument: Epistemological Disagreement in the Classroom Between a Student Teacher and Her Mentor

• In Event: 31.053 - Preservice Teachers' Understanding of Teaching

Abstract

In this paper, we analyze classroom interactions among a student teacher, her mentor, and students, along with other data sources to highlight an epistemological disagreement about what counts as a scientific argument, and relatedly, what counts as evidence. We argue that the teachers' disagreement mirrors an ambiguity in science education about what constitutes a scientific argument and the evidence therein. We suggest that both teachers’ views are productive in some ways but unproductive in others, and we propose a compromise position.

Authors

• Daniel M. Levin, University of Maryland - College Park

• Andrew R. Elby, University of Maryland - College Park

• Alexander Chumbley, University of Maryland - College Park

• Susan De La Paz, University of Maryland