Improving preservice teachers' scientific argumentative writing through epistemic practices

Improving preservice teachers' argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers' scientific a...

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Detalles Bibliográficos
Autores: Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214, Lafuente Martínez, Marc
Tipo de recurso: artículo
Fecha de publicación:2019
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:287053
Acceso en línea:https://ddd.uab.cat/record/287053
https://dx.doi.org/urn:doi:10.1080/02607476.2018.1548172
Access Level:acceso abierto
Palabra clave:Argumentative writing
Escriptura argumentativa
Epistemic practices
Pràctiques epistèmiques
Learning progression
Progressió d'aprenentatge
Scientific argumentation
Argumentació científica
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spelling Improving preservice teachers' scientific argumentative writing through epistemic practicesa learning progression approachÁlvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214Lafuente Martínez, MarcArgumentative writingEscriptura argumentativaEpistemic practicesPràctiques epistèmiquesLearning progressionProgressió d'aprenentatgeScientific argumentationArgumentació científicaImproving preservice teachers' argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers' scientific argumentative writing. The participants were 47 preservice primary teachers who enrolled in a Developmental Psychology course, and one lecturer. Preservice teachers progressively acquired the vast majority of aspects involved in scientific argumentative writing. The most important difficulties experienced by the preservice teachers revolved around intertextuality and the creation of theses. Key conclusions on this teacher education experience are presented in the final section of the paper. 22019-01-0120192019-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/287053https://dx.doi.org/urn:doi:10.1080/02607476.2018.1548172reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2870532026-06-06T12:50:31Z
dc.title.none.fl_str_mv Improving preservice teachers' scientific argumentative writing through epistemic practices
a learning progression approach
title Improving preservice teachers' scientific argumentative writing through epistemic practices
spellingShingle Improving preservice teachers' scientific argumentative writing through epistemic practices
Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
Argumentative writing
Escriptura argumentativa
Epistemic practices
Pràctiques epistèmiques
Learning progression
Progressió d'aprenentatge
Scientific argumentation
Argumentació científica
title_short Improving preservice teachers' scientific argumentative writing through epistemic practices
title_full Improving preservice teachers' scientific argumentative writing through epistemic practices
title_fullStr Improving preservice teachers' scientific argumentative writing through epistemic practices
title_full_unstemmed Improving preservice teachers' scientific argumentative writing through epistemic practices
title_sort Improving preservice teachers' scientific argumentative writing through epistemic practices
dc.creator.none.fl_str_mv Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
Lafuente Martínez, Marc
author Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
author_facet Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
Lafuente Martínez, Marc
author_role author
author2 Lafuente Martínez, Marc
author2_role author
dc.subject.none.fl_str_mv Argumentative writing
Escriptura argumentativa
Epistemic practices
Pràctiques epistèmiques
Learning progression
Progressió d'aprenentatge
Scientific argumentation
Argumentació científica
topic Argumentative writing
Escriptura argumentativa
Epistemic practices
Pràctiques epistèmiques
Learning progression
Progressió d'aprenentatge
Scientific argumentation
Argumentació científica
description Improving preservice teachers' argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers' scientific argumentative writing. The participants were 47 preservice primary teachers who enrolled in a Developmental Psychology course, and one lecturer. Preservice teachers progressively acquired the vast majority of aspects involved in scientific argumentative writing. The most important difficulties experienced by the preservice teachers revolved around intertextuality and the creation of theses. Key conclusions on this teacher education experience are presented in the final section of the paper.
publishDate 2019
dc.date.none.fl_str_mv 2
2019-01-01
2019
2019-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/287053
https://dx.doi.org/urn:doi:10.1080/02607476.2018.1548172
url https://ddd.uab.cat/record/287053
https://dx.doi.org/urn:doi:10.1080/02607476.2018.1548172
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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