Abstract
In this study, two different learning approaches (the Toulmin model of argumentation and whole class discussion technique) to the training of primary school teachers in Turkey were tested over socio-scientific issues. On the one hand, we identified how prospective teachers experienced a change of mind on these issues before and after the training, and on the other hand, we analysed the changes on their argumentation and attitudes. In this research model, the distribution of participants is in 53 experimental groups and 52 control groups, and the group equivalence transactions are done. The study was used three different measurement tools, such as attitudes towards socio-scientific Issues Scale, argumentation test and the Teacher Efficacy Scale. The study included teaching processes based on socio-scientific issues (SSI) for 5 weeks each. Furthermore, the indecisiveness participants displayed in socio-scientific issues completely disappeared in the teaching group following the Toulmin model, and each member of this group made a definite decision on the issues covered.
 Keywords: Socio-scientific issues, teacher candidates, argumentation model.
Highlights
In today’s world, the scientific developments have a rapid effect on the social order and individuals’ lives
These results suggest that the inclusion of the argumentation process in the management, investigation, interpretation and final decisions of socio-scientific issues (SSI) eliminates abstainers by leading them to resolute decisions on the said issue
There is a plethora of literature on these topics (SSI) used in the study including nuclear power plants (Kirbag-Zengin et al, 2011; Ozden, 2015), global warming (Atabey & Topcu, 2017; Klosterman & Sadler, 2010; Sadler, Chambers & Zeidler, 2004; Topcu, 2008; Topcu et al 2010), human genetics and genetic engineering (Dawson & Venville, 2010; Lewis & Leach, 2006; Sadler & Donnelly, 2006; Sadler & Zeidler, 2005; Zohar & Nemet, 2002), waste and recycling (Kortland, 1996), H5N1 virus and mass extermination of chickens (Lee & Grace, 2012) and genetically modified foods (Walker & Zeidler, 2007)
Summary
In today’s world, the scientific developments have a rapid effect on the social order and individuals’ lives. Topcu (2017) provided the following example for these patterns: when making a decision on nuclear power plants, an individual may consider the energy production needed (rational), empathise with the people living in the area where the plant will be constructed (emotional) or respond negatively remembering the nuclear accidents in the past (intuitive) Such the societal effects of SSI only show the importance of the responsibility to develop scientific literacy as the primary purpose of science education. In light of the above explanations, the aim of this study was to find the most effective way to use SSI to improve the scientific literacy by the way of comparing the teacher-oriented large group (class) discussion and the student-oriented Toulmin argumentation model. The prospective class teachers supposed to raise scientifically literate students in Turkey throughout their careers shed light on how SSI would be used best in their undergraduate education to improve their own scientific literacy
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