Research Article
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Year 2023, Volume: 10 Issue: 2, 255 - 274, 30.03.2023

Zeynep Güler Burcu Güngör Cabbar

https://doi.org/10.17275/per.23.39.10.2

Abstract

References

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  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research Science Education. 38, 67–90. https://doi.org/10.1007/s11165-007-9040-2
  • Aydemir, S., Cırıt, D. K., Kaya, S., & Azger, C. (2018). Exploring the pre-service science teachers’ views of argumentation and of their argument development skills. Anemon Journal of Social Sciences of Mus Alparslan University, 6 (STEMES’18), 131-138. https://doi.org/10.18506/anemon.470577
  • Aymen Peker, E., Apaydın, Z. & Taş, E. (2012). Understanding of heat insulation with argumentation: Case study with primary 6th grade students. Dicle University Social Sciences Institute Journal, (8), 79-100. Retrieved from https://dergipark.org.tr/tr/pub/diclesosbed/issue/61615/920157
  • Baltacı, A. (2017). Miles-Huberman Model in Qualitative Data Analysis. Ahi Evran University Institute of Social Sciences Institute Journal, 3(1), 1-14.
  • Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227. https://doi.org/10.1002/tea.21627
  • Berland, L. K., & McNeill, K. L. (2009). Using a learning progression to inform scientific argumentation in talk and writing. Paper Presented at Learning Progressions in Science (LeaPS) Conference, Iowa City, IA.
  • Boran, G. H. (2014). The effect of argumentation based science instruction on views of nature of science and epistemological beliefs (Unpublished doctoral dissertation). Pamukkale University. http://hdl.handle.net/11499/2154
  • Chung, Y., Yoo, J., kim, S. W., Lee, H., & Zeidler, D. L. (2016). Enhancing students’ communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 14(1), 1-27. https://doi.org/10.1007/s10763-014-9557-6
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. https://doi.org/10.1177/1094428108318066
  • Çapkınoğlu, E. (2015). Investigating the quality of argumentations formed by seventh grade students and factors considered in their decision making in the context of local socioscientific issues. (Unpublished doctoral dissertation). Hacettepe University.
  • Çiftçi, A. (2016). Investigation of fifth, sixth and seventh grade students’ argumentation quality in science lessons. (Unpublished master’s thesis). Muş Alparslan University.
  • Dawson, V., & Carson, K. (2017). Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education, 35(1), 1-16. https://doi.org/10.1080/02635143.2016.1174932
  • Dawson, V., & Schibeci, R. (2003). Western Australian high school students' attitudes towards biotechnology processes: Case studies. Journal of Biological Education, 38(1), 7-12. https://doi.org/10.1080/00219266.2003.9655889
  • DeBoer, G. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in ScienceTeaching, 37(6), 582- 601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
  • Demir, F.B. (2017). The arguments of social studies teacher candidates work- based training process, according to the determination of the level of argument. (Unpublished master’s thesis). Kastamonu University.
  • Demircioğlu, T. (2011). To investigate the effect of argument-driven inquiry on pre-service science teachers’ laboratory instruction. (Unpublished master’s thesis). Çukurova University.
  • Demircioğlu, T., & Uçar, S. (2014). Investigation of written arguments about Akkuyu Nuclear Power plant. Elementary Education Online, 13(4), 1373-1386. https://doi.org/10.17051/io.2014.31390
  • Deniz, T. (2014). Use of socioscientific argumentation approach in the environmental education. (Unpublised master’s thesis) Gazi University.
  • Domaç, G. G. (2011). The effect of the argumentation – based learnings in terms socioscientific issues in biology education. (Unpublised master’s thesis). Gazi University.
  • Driver, R., Newton, P., & Osborne J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289-2315. https://doi.org/10.1080/09500693.2012.667582
  • Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012
  • Evagorou, M., & Dillon, J. (2020). Introduction: Socioscientific issues as promoting responsible citizenship and the relevance of science (Chapter 1). In M. Evagorou, J. Nielsen, & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socioscientific issues. Springer.
  • Fan, C. Y., & Chen, G. D. (2021). A scaffolding tool to assist learners in argumentative writing. Computer Assisted Language Learning, 34(1), 159-183.
  • Gray, R. E. (2009). Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry (Order No. 3393684). Available from ProQuest Central; ProQuest Dissertations & Theses
  • Gürel, C., & Süzük, E. (2017). Pre-service physics teachers' argumentation in a model rocketry physics experience. Educational Sciences: Theory and Practice, 17(1), 83-104. https://files.eric.ed.gov/fulltext/EJ1130864.pdf
  • Gürkan, G. (2018). Investigating of preservice science teachers' argumentation skills, epistemological beliefs, knowledge levels and attitudes about organ transplantation and donation subjects. (Unpublished doctoral dissertation). Inönü University.
  • Howell, E. L., & Brossard, D. (2021). (Mis) informed about what? What it means to be a science-literate citizen in a digital world. Proceedings of the National Academy of Sciences, 118(15). https://doi.org/10.1073/pnas.1912436117
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407-416. https://doi.org/10.1002/(SICI)1098-237X(199806)82:3<407::AID-SCE6>3.0.CO;2-G
  • Jiménez‐Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757-792. 10. https://doi.org/10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
  • Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58(4), 439-457. https://doi.org/10.1007/s11423-009-9143-8
  • Kantekin, E., & İrez, S. (2021). Investigation of high school physics, chemistry, biology curricula in terms of scientific literacy dimensions. Akdeniz Journal of Education, 4 (1), 56-78. Retrieved from https://dergipark.org.tr/tr/pub/akuned/issue/64258/846793
  • Karışan, D. (2011). An exploration of preservice science teachers’ written argumentation skills regarding the global climate change issue. (Unpublished master’s thesis). Yüzüncü Yıl University.
  • Karpudewan, M., Roth, W. M., & Sinniah, D. (2016). The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills. Chemistry Education Research and Practice, 17(4), 893-901. https://doi.org/10.1039/C6RP00079G
  • Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310. https://doi.org/10.1002/sce.1011
  • Kortland, K. (1996). An STS case study about students' decision making on the waste issue. Science Education, 80(6), 673-689. https://doi.org/10.1002/(SICI)1098-237X(199611)80:6<673::AID-SCE3>3.0.CO;2-G
  • Kuhn, D. (2011). The skills of argument. Cambridge, England: Cambridge University Press. https://doi.org/10.1017/CBO9780511571350
  • Kutluca, A. Y. & Aydın, A. (2017). The investigation of pre-service science teachers’ socio- scientific argumentation quality: the influence of the context. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 11(1). https://doi.org/10.17522/balikesirnef.356575
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84, 71–94.
  • Leung, J. (2020). A practice-based approach to learning nature of science through socioscientific issues. Research in Science Education, 52, 259–285. https://doi.org/10.1007/s11165-020-09942-w
  • Liu, S., & Roehrig, G. (2017). Exploring science teachers’ argumentation and personal epistemology about global climate change. Research in Science Education, 49(1), 173-189. https://doi.org/10.1007/s11165-017-9617-3
  • Macpherson, A. C. (2016). A comparison of scientists’ arguments and school argumentation tasks. Science Education, 100(6), 1062-1091. https://doi.org/10.1002/sce.21246
  • Mason, L., & Scirica, F. (2006). Prediction of students' argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16 (5), 492-509. https://doi.org/10.1016/j.learninstruc.2006.09.007
  • Means, M. L. & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14(2), 139-178. https://doi.org/10.1207/s1532690xci1402_1
  • National Science Teachers Association (NSTA). (1982). Science technology-society: Science education for the 80s. NSTA Position Paper, Washington, D.C.: National Science Teachers Association
  • Nussbaum, M. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 21(4), 289-303. https://doi.org/10.1023/A:1019837105053
  • Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020.
  • Owens, D. C., Sadler, T. D., & Friedrichsen, P. (2021). Teaching practices for enactment of socio-scientific issues instruction: An instrumental case study of an experienced biology teacher. Research in Science Education, 51(2), 375-398.
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Prospective Teachers' Written Argumentation Levels about Socio-Scientific Topics

Year 2023, Volume: 10 Issue: 2, 255 - 274, 30.03.2023

Zeynep Güler Burcu Güngör Cabbar

https://doi.org/10.17275/per.23.39.10.2

Abstract

Argumentation is a process that involves finding solutions to real-life problems by obtaining and analyzing valid, reliable data and using reasoning and supporting it to reach conclusions. Students are expected to demonstrate the capacity to use arguments, data, justifications, and rebuttals and to participate actively in the argumentation process. Socio-scientific issues are suitable topics for expressing opinions. Arguments can be expressed in writing or verbally. In this study, it was aimed to examine the written argumentation levels of 143 pre-service teachers on healthy nutrition, organ transplantation, organic agriculture, and vaccine hesitancy. Four scenarios with related questions were designed by the researchers. These were applied to the teacher candidates who voluntarily participated in the research with the easily accessible sampling model. Written responses were analyzed by different experts according to the argumentation levels as suggested by the relevant literature. The results of the analysis showed that the pre-service teachers' levels of expressing their own views were moderate and above, while the levels of expressing counterarguments in writing, refuting and justifying their claims were low. It shows that pre-service teachers' competencies in critical thinking skills should be developed.

Keywords

Argumentation Prospective teachers Socioscientific topics

References

  • Akdöner, S. (2019). Investigation of the effect of the application of the development of argumentation - supported cooperative learning methods on the genetics of a modified organization (gmo) on the academic achievements of the ten years students. (Unpublished master’s thesis). Çukurova University.
  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research Science Education. 38, 67–90. https://doi.org/10.1007/s11165-007-9040-2
  • Aydemir, S., Cırıt, D. K., Kaya, S., & Azger, C. (2018). Exploring the pre-service science teachers’ views of argumentation and of their argument development skills. Anemon Journal of Social Sciences of Mus Alparslan University, 6 (STEMES’18), 131-138. https://doi.org/10.18506/anemon.470577
  • Aymen Peker, E., Apaydın, Z. & Taş, E. (2012). Understanding of heat insulation with argumentation: Case study with primary 6th grade students. Dicle University Social Sciences Institute Journal, (8), 79-100. Retrieved from https://dergipark.org.tr/tr/pub/diclesosbed/issue/61615/920157
  • Baltacı, A. (2017). Miles-Huberman Model in Qualitative Data Analysis. Ahi Evran University Institute of Social Sciences Institute Journal, 3(1), 1-14.
  • Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227. https://doi.org/10.1002/tea.21627
  • Berland, L. K., & McNeill, K. L. (2009). Using a learning progression to inform scientific argumentation in talk and writing. Paper Presented at Learning Progressions in Science (LeaPS) Conference, Iowa City, IA.
  • Boran, G. H. (2014). The effect of argumentation based science instruction on views of nature of science and epistemological beliefs (Unpublished doctoral dissertation). Pamukkale University. http://hdl.handle.net/11499/2154
  • Chung, Y., Yoo, J., kim, S. W., Lee, H., & Zeidler, D. L. (2016). Enhancing students’ communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 14(1), 1-27. https://doi.org/10.1007/s10763-014-9557-6
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. https://doi.org/10.1177/1094428108318066
  • Çapkınoğlu, E. (2015). Investigating the quality of argumentations formed by seventh grade students and factors considered in their decision making in the context of local socioscientific issues. (Unpublished doctoral dissertation). Hacettepe University.
  • Çiftçi, A. (2016). Investigation of fifth, sixth and seventh grade students’ argumentation quality in science lessons. (Unpublished master’s thesis). Muş Alparslan University.
  • Dawson, V., & Carson, K. (2017). Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education, 35(1), 1-16. https://doi.org/10.1080/02635143.2016.1174932
  • Dawson, V., & Schibeci, R. (2003). Western Australian high school students' attitudes towards biotechnology processes: Case studies. Journal of Biological Education, 38(1), 7-12. https://doi.org/10.1080/00219266.2003.9655889
  • DeBoer, G. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in ScienceTeaching, 37(6), 582- 601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
  • Demir, F.B. (2017). The arguments of social studies teacher candidates work- based training process, according to the determination of the level of argument. (Unpublished master’s thesis). Kastamonu University.
  • Demircioğlu, T. (2011). To investigate the effect of argument-driven inquiry on pre-service science teachers’ laboratory instruction. (Unpublished master’s thesis). Çukurova University.
  • Demircioğlu, T., & Uçar, S. (2014). Investigation of written arguments about Akkuyu Nuclear Power plant. Elementary Education Online, 13(4), 1373-1386. https://doi.org/10.17051/io.2014.31390
  • Deniz, T. (2014). Use of socioscientific argumentation approach in the environmental education. (Unpublised master’s thesis) Gazi University.
  • Domaç, G. G. (2011). The effect of the argumentation – based learnings in terms socioscientific issues in biology education. (Unpublised master’s thesis). Gazi University.
  • Driver, R., Newton, P., & Osborne J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
  • Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012). Contextualizing nature of science instruction in socioscientific issues. International Journal of Science Education, 34(15), 2289-2315. https://doi.org/10.1080/09500693.2012.667582
  • Erduran, S., Simon, S., & Osborne, J. (2004). Tapping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012
  • Evagorou, M., & Dillon, J. (2020). Introduction: Socioscientific issues as promoting responsible citizenship and the relevance of science (Chapter 1). In M. Evagorou, J. Nielsen, & J. Dillon (Eds.), Science teacher education for responsible citizenship: Towards a pedagogy for relevance through socioscientific issues. Springer.
  • Fan, C. Y., & Chen, G. D. (2021). A scaffolding tool to assist learners in argumentative writing. Computer Assisted Language Learning, 34(1), 159-183.
  • Gray, R. E. (2009). Teacher argumentation in the secondary science classroom: Images of two modes of scientific inquiry (Order No. 3393684). Available from ProQuest Central; ProQuest Dissertations & Theses
  • Gürel, C., & Süzük, E. (2017). Pre-service physics teachers' argumentation in a model rocketry physics experience. Educational Sciences: Theory and Practice, 17(1), 83-104. https://files.eric.ed.gov/fulltext/EJ1130864.pdf
  • Gürkan, G. (2018). Investigating of preservice science teachers' argumentation skills, epistemological beliefs, knowledge levels and attitudes about organ transplantation and donation subjects. (Unpublished doctoral dissertation). Inönü University.
  • Howell, E. L., & Brossard, D. (2021). (Mis) informed about what? What it means to be a science-literate citizen in a digital world. Proceedings of the National Academy of Sciences, 118(15). https://doi.org/10.1073/pnas.1912436117
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407-416. https://doi.org/10.1002/(SICI)1098-237X(199806)82:3<407::AID-SCE6>3.0.CO;2-G
  • Jiménez‐Aleixandre, M. P., Bugallo Rodríguez, A., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757-792. 10. https://doi.org/10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
  • Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58(4), 439-457. https://doi.org/10.1007/s11423-009-9143-8
  • Kantekin, E., & İrez, S. (2021). Investigation of high school physics, chemistry, biology curricula in terms of scientific literacy dimensions. Akdeniz Journal of Education, 4 (1), 56-78. Retrieved from https://dergipark.org.tr/tr/pub/akuned/issue/64258/846793
  • Karışan, D. (2011). An exploration of preservice science teachers’ written argumentation skills regarding the global climate change issue. (Unpublished master’s thesis). Yüzüncü Yıl University.
  • Karpudewan, M., Roth, W. M., & Sinniah, D. (2016). The role of green chemistry activities in fostering secondary school students' understanding of acid–base concepts and argumentation skills. Chemistry Education Research and Practice, 17(4), 893-901. https://doi.org/10.1039/C6RP00079G
  • Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310. https://doi.org/10.1002/sce.1011
  • Kortland, K. (1996). An STS case study about students' decision making on the waste issue. Science Education, 80(6), 673-689. https://doi.org/10.1002/(SICI)1098-237X(199611)80:6<673::AID-SCE3>3.0.CO;2-G
  • Kuhn, D. (2011). The skills of argument. Cambridge, England: Cambridge University Press. https://doi.org/10.1017/CBO9780511571350
  • Kutluca, A. Y. & Aydın, A. (2017). The investigation of pre-service science teachers’ socio- scientific argumentation quality: the influence of the context. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 11(1). https://doi.org/10.17522/balikesirnef.356575
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84, 71–94.
  • Leung, J. (2020). A practice-based approach to learning nature of science through socioscientific issues. Research in Science Education, 52, 259–285. https://doi.org/10.1007/s11165-020-09942-w
  • Liu, S., & Roehrig, G. (2017). Exploring science teachers’ argumentation and personal epistemology about global climate change. Research in Science Education, 49(1), 173-189. https://doi.org/10.1007/s11165-017-9617-3
  • Macpherson, A. C. (2016). A comparison of scientists’ arguments and school argumentation tasks. Science Education, 100(6), 1062-1091. https://doi.org/10.1002/sce.21246
  • Mason, L., & Scirica, F. (2006). Prediction of students' argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16 (5), 492-509. https://doi.org/10.1016/j.learninstruc.2006.09.007
  • Means, M. L. & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14(2), 139-178. https://doi.org/10.1207/s1532690xci1402_1
  • National Science Teachers Association (NSTA). (1982). Science technology-society: Science education for the 80s. NSTA Position Paper, Washington, D.C.: National Science Teachers Association
  • Nussbaum, M. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 21(4), 289-303. https://doi.org/10.1023/A:1019837105053
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There are 71 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Zeynep Güler 0000-0001-7654-0044

Burcu Güngör Cabbar 0000-0001-9805-731X

Publication Date March 30, 2023
Acceptance Date March 6, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Güler, Z., & Güngör Cabbar, B. (2023). Prospective Teachers’ Written Argumentation Levels about Socio-Scientific Topics. Participatory Educational Research, 10(2), 255-274. https://doi.org/10.17275/per.23.39.10.2
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