Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: M. Palma-Jiménez et al
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| Title: | Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: M. Palma-Jiménez et al |
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| Authors: | Palma-Jiménez, Miriam1 (AUTHOR) miriampalma@uma.es, Cebrián-Robles, Daniel1 (AUTHOR) dcebrian@uma.es, Blanco-López, Ángel1 (AUTHOR) ablancol@uma.es |
| Source: | Science & Education. Feb2025, Vol. 34 Issue 1, p423-455. 33p. |
| Subject Terms: | *Scientific knowledge, *Science teachers, *Science classrooms, *Elementary education, *Curriculum, *School food, Breastfeeding |
| Abstract: | Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the socioscientific issue of breastfeeding. Participants were 106 students from year 3 of a 4-year Bachelor's in Elementary Education offered by The University of Malaga, who for the purposes of the study were divided into two groups: experimental (those who received the instructional module) and control. The impact of instruction on students' argumentation competence was examined using a pre-test/post-test assessment tool comprising two tasks: one related to the topic of breastfeeding and which required scientific knowledge to construct or critique arguments, and another, focused on a school lunch program that did not necessitate domain-specific knowledge. Students' responses were analyzed using rubrics that linked the assessment questions to different learning progression levels, with various performance levels being established for each question. At pretest, students in both groups achieved only intermediate or low performance levels on all the learning progression levels, with the exception of constructing a claim. Following instruction, students in the experimental group showed a significant improvement in performance in relation to all the learning progression levels analyzed, with the exception of providing a counter-critique. We believe that the instructional module and assessment tool described here could usefully be applied to other contexts of argumentation. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183374238 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: M. Palma-Jiménez et al – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Palma-Jiménez%2C+Miriam%22">Palma-Jiménez, Miriam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> miriampalma@uma.es</i><br /><searchLink fieldCode="AR" term="%22Cebrián-Robles%2C+Daniel%22">Cebrián-Robles, Daniel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dcebrian@uma.es</i><br /><searchLink fieldCode="AR" term="%22Blanco-López%2C+Ángel%22">Blanco-López, Ángel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ablancol@uma.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Feb2025, Vol. 34 Issue 1, p423-455. 33p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22School+food%22">School food</searchLink><br /><searchLink fieldCode="DE" term="%22Breastfeeding%22">Breastfeeding</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the socioscientific issue of breastfeeding. Participants were 106 students from year 3 of a 4-year Bachelor's in Elementary Education offered by The University of Malaga, who for the purposes of the study were divided into two groups: experimental (those who received the instructional module) and control. The impact of instruction on students' argumentation competence was examined using a pre-test/post-test assessment tool comprising two tasks: one related to the topic of breastfeeding and which required scientific knowledge to construct or critique arguments, and another, focused on a school lunch program that did not necessitate domain-specific knowledge. Students' responses were analyzed using rubrics that linked the assessment questions to different learning progression levels, with various performance levels being established for each question. At pretest, students in both groups achieved only intermediate or low performance levels on all the learning progression levels, with the exception of constructing a claim. Following instruction, students in the experimental group showed a significant improvement in performance in relation to all the learning progression levels analyzed, with the exception of providing a counter-critique. We believe that the instructional module and assessment tool described here could usefully be applied to other contexts of argumentation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-023-00468-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 423 Subjects: – SubjectFull: Scientific knowledge Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Science classrooms Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: School food Type: general – SubjectFull: Breastfeeding Type: general Titles: – TitleFull: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers: M. Palma-Jiménez et al Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Palma-Jiménez, Miriam – PersonEntity: Name: NameFull: Cebrián-Robles, Daniel – PersonEntity: Name: NameFull: Blanco-López, Ángel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 34 – Type: issue Value: 1 Titles: – TitleFull: Science & Education Type: main |
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