Proceedings of The 6th International Academic Conference on Education
Year: 2023
DOI: https://www.doi.org/10.33422/6th.iaceducation.2023.03.100
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Understanding Working Memory through Argumentation
Dr. Ozden Sengul
ABSTRACT:
Next Generation Science Standards suggest that teachers should address scientific practices, disciplinary core ideas, and crosscutting concepts to enhance students` understanding of how science works. This paper illustrates how five pre-service mathematics teachers’ use of argumentation can be promoted in a life science lesson to teach the memory and stimuli concept. Pre-service teachers collected data from 50 adults (25 men, 25 women) by using the memory cards including letters and numbers in different complexity. The student teachers recorded how many numbers and/or letters were remembered by each adult. The data were analyzed using descriptive statistics. The pre-service teachers found that as the complexity of information on the cards increased, adults had difficulty remembering; information processing became difficult. The article includes suggestions about how to integrate the argumentation to enhance teachers and students’ ability to collect and interpret the data while answering scientific research questions.
keywords: argumentation, instructional strategies, teaching and learning science