Prospective preschool teachers’ argumentation about greenhouse effect


Nikolaos Zarkadis
https://orcid.org/0000-0003-0542-1958
George Papageorgiou
https://orcid.org/0000-0002-3725-4499
Abstract

This study focuses on the development of argumentation by prospective preschool teachers in relation to the greenhouse effect. For this purpose, 36 prospective teachers were provided with a number of data in order to be able to articulate claims and to develop reasoning to support them. Results provide evidence for the degree in which they have developed these skills, discussing also relevant improvements that could take place in preschool education departments.

Article Details
  • Section
  • 1. TEACHING AND LEARNING IN SCIENCE
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References
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