An analysis of pre-service teachers‘ ability to use a dialogical argumentation instructional model to solve mathematical problems in physics

Abstract

This study chronicles a teacher training education programme. The findings emerged from the observation of argumentation skills employed by students in a physical science education classroom for pre-service high school teachers. Their task was to use the nature of arguments to solve mathematical problems of mechanics in a physics classroom. Forty first-year students were examined on how they used a dialogical argumentation instructional model (DAIM) based on Toulmin‘s (1958/2003) Argument Pattern (TAP), Downing‘s (2007) Analytical Model (DAM) and Ogunniyi‘s (2007a & b) Contiguity Argumentation Theory (CAT) to solve mathematical problems in physics. Thus efforts to judge the pre-service teachers‘ capability to solve mathematical problems in physics with respect to mechanics were compounded by the demand for the inclusion of a self-efficacy framework.