کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
356557 | 1435199 | 2008 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
South African teachers’ ability to argue: The emergence of inclusive argumentation
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
توسعه
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چکیده انگلیسی
This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: International Journal of Educational Development - Volume 28, Issue 1, January 2008, Pages 21–34
Journal: International Journal of Educational Development - Volume 28, Issue 1, January 2008, Pages 21–34
نویسندگان
Zena Scholtz, Martin Braund, Merle Hodges, Robert Koopman, Fred Lubben,