Exploring factors and learning outcomes of an argumentation professional development program
|關鍵字:||論證教學新知關注;論證教學觀點;論證能力;論證品質;argumentation;argumentation ability;teacher concerns and viewpoints;professional development|
This study explores factors and learning outcomes of an argumentation professional development program. Eighteen science teachers participated in the study. A content-dependent argumentation test, a concern-based questionnaire and a questionnaire for “viewpoints of good teaching” on teaching argumentation were used to analyze the influence on the teachers before and after the program. Qualitive analysis was conducted to explore the improvement of the teachers’ argumentation ability throughout the program. The results showed that after participating the program, the teachers have had a significant improvement on the measure of the content-dependent argumentation questionnaire. A significant increase on the concern-based questionnaire and on the questionnaire for “viewpoints of good teaching” on teaching argumentation was observed as well. Participants’ score of concern-based questionnaire was associated with their score of viewpoints of good teaching on argumentation. However, these two scores were not related to their performance on the content-dependent argumentation test. The qualitive results from protocols of the group discussions showed that the frequency of teachers’ participation in argumentation increased across the four units of the program. Furthermore, the teachers’ use of argumentation components all increased across the units, regardless of data, claim, warrant, backing, and rebuttal. In addition, the participants were more capable of using complicated argumentation structures. The results demonstrate that the professional development argumentation program is effective in increasing teachers’ argumentation ability and changing their concerns and viewpoints on teaching argumentation.