Teaching Science as Argument: An Intervention Study in an Elementary Science Methods Course

• In Event: AERA Poster Session 6
  In Poster Session: Division J Poster Session: Faculty, Curriculum, and Teaching 2

Abstract

This study investigated the impact of a one-semester intervention within a science methods course on elementary preservice teachers’ (PSTs’) (a) understandings of the nature of science (NOS) in argumentation (b) knowledge about argumentation, and (c) complexity of their written explanations. Forty-five PSTs from two sections of a science methods course participated in the study. Repeated measures MANOVA results revealed that, although the intervention did not have a significant impact on PSTs’ knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS in argumentation and in the complexity of their written explanations, as compared to PSTs in the control group.

Authors

• Rebeca Ann Grysko, University of Central Florida

• Vicky I. Zygouris-Coe, University of Central Florida

• Su Gao, University of Central Florida

• Regina P. McCurdy, Georgia Southern University

• Katherine Grady, University of Central Florida