The influence of teacher´s experience on students´ argumentation

Abstract Argumentation in solving physics problems is among the important aspects of teaching that contribute to the development of the students´ personality. The outcome of science education should, among other things, be the development of young people´s abilities to participate in discussions and make decisions on scientific issues based on relevant information that affects their lives. In the paper we gave a definition of argumentation in teaching of physics, according to which the pupils provide explanation or clarification some physical phenomenon, based on assumptions – known and valid facts, rules and laws of physics or based on facts and acquired information (for example by measuring) draws conclusions and provides proof for hypotheses. We also looked at criteria for evaluating students´ responses in terms of argumentation – scheme C(claim)+A(argument)+C(conclusion) and Toulmin´s scheme. As part of the research, we dealt with argumentation of students in solving physics problems in terms of the number of years of experience of their teachers. We found that students of more experienced teachers were not more successful in solving tasks focused on argumentation.