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Research in Science & Technological Education Volume 41, 2023 - Issue 1
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Research Article

Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China

Guoqing Zhaoa School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4352-5432View further author information
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Rongchi Zhaoa School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, ChinaORCID Iconhttps://orcid.org/0000-0001-5841-6568View further author information
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Xinyuan Lia School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, ChinaORCID Iconhttps://orcid.org/0000-0002-5994-794XView further author information
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Yanyan Duana School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, ChinaORCID Iconhttps://orcid.org/0000-0002-6666-6169View further author information
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Taotao Longb School of Educational Information Technology, Central China Normal University, Wuhan, ChinaORCID Iconhttps://orcid.org/0000-0003-1368-3229View further author information
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Pages 170-189 | Published online: 18 Jan 2021

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Read on this site (2)

Deniz Saribas. (2023) Guidance in Providing Evidence: An In-Depth Analysis of Pre-Service Science Teachers’ Instructional Designs. Journal of Science Teacher Education 34:1, pages 24-43.
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Beyza Ucar-Longford, Anesa Hosein & Marion Heron. Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach. Journal of Digital Learning in Teacher Education 0:0, pages 1-21.
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Articles from other publishers (9)

Alfiya R. Masalimova, Marina R. Zheltukhina, Olga V. Sergeeva, Nikolay N. Kosarenko, Dibakhan A. Tsomartova & Lyudmila M. Smirnova. (2024) Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. Eurasia Journal of Mathematics, Science and Technology Education 20:4, pages em2432.
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Miriam Palma-Jiménez, Daniel Cebrián-Robles & Ángel Blanco-López. (2023) Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers. Science & Education.
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Qing Liu, Zhiying Zhong & John C. Nesbit. (2023) Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?. Education and Information Technologies.
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Pablo Antonio Archila, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods. Science & Education 32:3, pages 635-668.
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Jinglu Zhang & William J. Browne. (2022) Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies. Journal of Research in Science Teaching 60:4, pages 847-884.
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自松 陈. (2023) “He’s Not Like My Teacher, He’s More Like My Boss”: A Qualitative Study of the Relationship between Postgraduates and Tutors. Advances in Psychology 13:05, pages 1859-1869.
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Canan TUNÇ ŞAHİN. (2022) Sosyal Bilgiler Lisans Ve Lisansüstü Öğrencilerinin Sosyo Bilimsel Konulara Yönelik Argümantasyon DüzeyleriThe argumentation levels of social studies undergraduate and graduate students regarding socio-scientific issues. Milli Eğitim Dergisi 51:236, pages 3031-3060.
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Seda OKUMUŞ. (2022) KİMYASAL MADDELERİN BİYOLOJİK ETKİLERİ KONUSUNA YÖNELİK UZAKTAN EĞİTİM SÜRECİNDE OLUŞTURULAN YAZILI ARGÜMANLARIN ANALİZİ. Uluslararası Eğitim Bilim ve Teknoloji Dergisi 8:1, pages 22-37.
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Leticia Garcia Romano, Maricel Occelli & Agustín Adúriz-Bravo. (2021) School Scientific Argumentation Enriched by Digital Technologies: Results With Pre- and in-Service Science Teachers. Eurasia Journal of Mathematics, Science and Technology Education 17:7, pages em1982.
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