Sentence examples for development of argumentation from inspiring English sources

It is concluded that the development of argumentation skills in teacher training students is key in the design of teaching strategies, the use and mobilization of the knowledge acquired, the acquisition contexts, and preferably of authentic or real application.

In summary, our aim in this study was to investigate to what extent the argumentation research in science education utilized epistemic and linguistic perspectives in contribution to the development of argumentation theory in science education with the potential to influence the achievement of related goals in educational outcomes.

In this paper, therefore, we focus on the argumentation studies in top science education journals in order to contribute to the understanding of the development of argumentation theory in science education in relation to their foundational grounding particularly in relation to the epistemic and linguistic aspects.

The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation.

The development of the argumentation theories underlying the systems has culminated in the logical system DefLog that formalizes the interpretation of prima facie justified assumptions.

We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematical argumentation skills by two different instructional approaches that were systematically varied in a 2 × 2-factorial design: collaboration scripts (with vs. without) and heuristic worked examples vs. problem solving.

In this way, one could see the interdependence of these three types of questions and the role they played in the development of quality argumentation.

Yackel (2001) notes that within teaching for the development of justification and argumentation practices: 'initially children had to learn that their explanations and justifications needed a mathematical, rather than a social, basis'.

In partnership with progressive Imams and scholars,UNICEF has supported the development of an Islamic argumentation on FGM/C including communication tools for Imams and preachers.

While he perhaps does not fit exactly into any of these categories, still his development of sophisticated methods of argumentation to produce apparent proofs of the evidently false conclusions that motion is impossible and that there are not in fact many things made it quite natural for Plato, Aristotle, Isocrates, and others to refer to him under all these labels.

The reviews reveal that the main goals for discussion were formative assessment (i.e., knowing what students know to inform instructional decisions) and development of students' communication and argumentation skills.