4. The tasks require students and student teachers to demonstrate the appropriation of discursive practices of science, e.g. writing reports about laboratory inquiry tasks or about decision-making, including articulating written arguments; presenting oral summaries of the tasks and discussing them with their peers (persuasive dimension of argumentation). 5. To support dialogic communicative approaches in the classroom, WP7 focuses on learning environments and tasks supporting deep-reasoning questions, on the influence of students' 'answering words' on classroom discourse and to the role of questioning in argumentation, e.g. generating deep-reasoning questions; questioning claims on the basis of available evidence; students' spontaneous questions Products from WP7 will consist of: A report which will review the state of the art about argumentation in Europe, particularly in the countries involved in the project and to draw on published research to suggest lines of improvement. The report is intended for policymakers and other stakeholders in education. (product 7.1) A book chapter for the WP6 book on inquiry based methods, intended for teachers Teaching sequence in Galician / Spanish for use both in initial and in in-service teacher education. (product 7.2a) teaching sequence in English for use both in initial and in in-service teacher education (product 7.2b) Two teaching sequences for use in schools including a pilot phase of testing in schools. (product 7.3) |