Prospective preschool teachers’ argumentation about greenhouse effect

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Published: Sep 16, 2024
DOI: https://doi.org/10.12681/codiste.6939
Keywords:
Argumentation Greenhouse effect Prospective preschool teachers
Nikolaos Zarkadis
Democritus University of Thrace
George Papageorgiou
Democritus University of Thrace
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.

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References
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