The argument of teachers Chemistry in initial formation (Professional Practice Teaching II): a case study in Colombia

Abstract

From common perspectives of education, it is evident that the argument has been reduced a technique of teaching Science when, in fact, it is more complex. About this reason, it is necessary to study and understand the forms of argument Teachers Chemistry in initial training, because they will play a key role in promoting of argument on students. The premise is defended in this thesis is that a teacher Chemistry teaches learning to argue for arguing is learned, which may favor significant changes in school practices.