Practicing Teachers' Challenges in Integrating Argumentation Into Science Instruction: A Metasynthesis

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-13 - Conceptions and Practices in Implementing Socioscientific Issues

Abstract

Teachers need to develop a classroom culture that engages students in argumentation practices. Literature addresses the gap that teachers need to develop knowledge so as to incorporate argumentation into classroom instruction. Empirical studies have identified several barriers to successfully integrate argumentation into practice. The aim of this paper is to identify and examine the qualitative research with a meta-synthesis approach to investigate teachers’ challenges of having an explicit approach to incorporate argumentation into practice. The findings suggested three emerging trends for challenges of teachers’ experience in science classrooms: Instructional approach, teacher beliefs, as well as understanding the arguments and argumentation. The paper provides a line of argument that interprets the findings of the synthesis.

Author

• Ozden Sengul, Georgia State University