Abstract
Objectives In this study, the changes in perceptions of SSI teaching among earth science teachers who participated in SSI writing education training and the argumentation structure shown in writing was analyzed. Methods It was targeted at 8 earth science teachers, and during five sessions, the training was conducted on SSI education and writing using the argumentation structure. The perception of SSI teaching was analyzed through a pre-post survey, and the development and characteristics of the argumentation structure shown in the writing process were analyzed. Results After the teachers participating in the training, the element of argumentation in writing increased, and in the interview, they showed an understanding of the effectiveness of writing using the argumentation structure and planning how to apply it to the class. In addition, the values used in decision-making were different depending on the position of SSI, And we could see that the characteristics of SSI influenced the decision-making process, which were reflected in argumentative writing. Conclusions SSI writing education for teachers can be applied directly to the school field in various forms, so it will have a positi
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