LAUSR

This study examined the effects of improving teachers’ knowledge for teaching argumentation in primary classroom settings. Six teachers learned pedagogical knowledge for facilitating students’ argumentation in six classrooms and a teachers learning community. The data collection included videoand audio-tapes of classroom observations and weekly meetings, lesson plans, and students’ worksheets. The pedagogical knowledge the teachers learned for facilitating students’ argumentation in classrooms resulted in: (1) Learning meanings and the ways of formulating conjecture; (2), Identifying norms for sharing conjectures between small groups; (3) Learning four aspects for checking conjectures; (5) Distinguishing differences between incorrect and false conjectures, validating and categorizing conjectures, and validating and justifying conjectures.