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Teachers' Ability to Construct Arguments, but Not Their Perceived Self-Efficacy of Teaching, Predicts Their Ability to Evaluate Arguments
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Lytzerinou, Evangelia; Iordanou, Kalypso – International Journal of Science Education, 2020
The aim of the present study was to examine science and non-science education secondary school teachers' skill to evaluate arguments, and how this skill relates to their skill to construct arguments and to their perceptions about their ability to teach argumentation skills effectively. The study also examined whether teachers' argument skills and…
Descriptors: Persuasive Discourse, Self Efficacy, Secondary School Teachers, Science Teachers
Teachers' Professional Development in Nanoscience and Nanotechnology in the Context of a Community of Learners
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Sgouros, Giannis; Stavrou, Dimitris – International Journal of Science Education, 2019
This case study focuses on teachers' professional development in NanoScience and nanoTechnology (NST). In the context of a Community of Learners (CoL), in-service teachers in collaboration with science education researchers, nanoscience researchers and experts from science museums, developed a teaching module. This module integrates NST topics…
Descriptors: Faculty Development, Technology, Molecular Structure, Communities of Practice