Date/time: Tuesday 18 October 2016, 1600-1700
Venue: Highfield campus, building 32/2097
Chair: David Galbraith

Speaker: Dr Markus Hefter, Bielefeld University, Germany
Title: How can training interventions support science education?

Abstract: Argumentation strategies, such as evaluating arguments or supporting theories with evidence, play a crucial role in science education. They are beneficial for developing deep understanding and well-grounded conclusions; for instance, while processing conflicting scientific positions regarding topics such as sustainable development. This presentation discusses the results of three experimental studies that show the potential of short-term training interventions to foster both the learners’ skill (“competence”) and will (“engagement”) to apply argumentation strategies. Analyses of the learning processes during the training interventions allow further implications, highlighting the crucial role of self-explanations.

For his recent paper on this topic, see: doi:10.1016/j.learninstruc.2015.05.002