Teachers’ change of conceptions on argumentation and its development in science class

Abstract

This study shows the changes in the conceptions of the epistemological, conceptual, educational and on the structure of the arguments built by five primary teachers who took part in a process of critical discussion on argumentation and development in science class. In order to identify the changes in the four aspects, a content analysis of a questionnaire applied at the beginning and at the end of the process was done. The results showed a significant change in the epistemological, conceptual and educational components; and not that much in the structural one. Apart from that, the findings ratified the importance of offering spaces of participation for the teachers to discuss, evaluate and propose mechanisms to improve their practices in the classroom.