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  • "How do we teach argumentation in the new Australian Curriculum?" Secondary Science Teachers' Experiences in an Argumentation-based Professional Development Program

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    Author(s)
    McDonald, Christine
    Heck, Deborah
    Griffith University Author(s)
    McDonald, Christine
    Year published
    2012
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    Abstract
    The implementation of the Australian Curriculum: Science across the compulsory years of schooling (F-10) in most Australian states this year, requires science teachers to address the teaching of scientific argumentation in their classrooms. To attend to this challenge, we conducted an argumentation professional development program with practicing secondary science teachers, who possessed a range of teaching experience. Examples of the pedagogical activities implemented in the program will be outlined in this paper, in addition to a discussion of five teachers' experiences of the program sourced from preand post-intervention ...
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    The implementation of the Australian Curriculum: Science across the compulsory years of schooling (F-10) in most Australian states this year, requires science teachers to address the teaching of scientific argumentation in their classrooms. To attend to this challenge, we conducted an argumentation professional development program with practicing secondary science teachers, who possessed a range of teaching experience. Examples of the pedagogical activities implemented in the program will be outlined in this paper, in addition to a discussion of five teachers' experiences of the program sourced from preand post-intervention interviews. Shifts in participants' views of argumentation, participants' perceived implementation of argumentation, and barriers to the successful implementation of argumentation will also be discussed.
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    Journal Title
    Teaching Science
    Volume
    58
    Issue
    3
    Publisher URI
    Http://asta.edu.au/resources/teachingscience
    Copyright Statement
    © 2012 Australian Science Teachers Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Science, Technology and Engineering Curriculum and Pedagogy
    Other Physical Sciences
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/50565
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    • Journal articles

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