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dc.contributor.authorMcDonald, Christine
dc.contributor.authorHeck, Deborah
dc.date.accessioned2017-05-03T14:05:44Z
dc.date.available2017-05-03T14:05:44Z
dc.date.issued2012
dc.date.modified2013-06-14T04:26:26Z
dc.identifier.issn14496313
dc.identifier.urihttp://hdl.handle.net/10072/50565
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1068680 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Science Teachers Association
dc.publisher.placeAustralia
dc.publisher.uriHttp://asta.edu.au/resources/teachingscience
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom22
dc.relation.ispartofpageto28
dc.relation.ispartofissue3
dc.relation.ispartofjournalTeaching Science
dc.relation.ispartofvolume58
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchOther Physical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.subject.fieldofresearchcode0299
dc.subject.fieldofresearchcode1302
dc.title"How do we teach argumentation in the new Australian Curriculum?" Secondary Science Teachers' Experiences in an Argumentation-based Professional Development Program
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorMcDonald, Christine


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