La controversia científica, un fundamento conceptual y metodológico en la formación inicial de docentes: una propuesta de enseñanza para la apropiación de habilidades argumentativas

Abstract

A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.