出版社：International Council of Associations for Science Education (ICASE)
摘要：In this article we approach the problem of identification and recognition of argumentation by teacher educators of a physics undergraduate course of a large university in the so utheast of Brazil. Our proposed markers criteria, such as "opposing" of ideas and "reciprocal justifications" were partially validated by the investigated teacher educators in conducted interview pro cesses. Most of them mixed aspects of argumentation with explanation and others offered alternative visions of argumentation in science teaching. These results are problematic since changes in basic education passes through the formation and education of new teachers and in -service teachers in teachers' science programs. Implications of the study are raised as well the need to clarify more to the community of teacher educators the nature of argumentation and how it differs from explanations.
关键词：Argumentation; Physics Teacher Education; Alternative ; conceptions on argumentation; Explanations; Markers Criteria
