Determining the Argument Quality of Pre-service Science Teachers Regarding to Socio-scientific Issues: YouTube as a Source of Argumentation

Abstract

The aim of this study is to examine the quality of the written argument of pre-service science teachers on certain socio-scientific issues and their opinions about the process. The study group consisted of 26 pre-service science teachers (18 females, 8 males) studying in the 3rd grade of a state university designated with respect to the purposeful sampling method of the study group. In the study, a case study pattern is adopted from qualitative research designs. The data source of the study consisted of sugar loading in pregnancy, raw / loose milk and processed / pasteurized milk, written arguments for the SSI of the nuclear power plant, pre-service science teachers' journals, researcher notes and semi-structured focus group interviews. The data obtained in the study were analysed according to descriptive and content analysis techniques. At the end of the research, it was determined that the quality of argument increased positively during the implementation when the written arguments of pre-service science teachers were examined after class discussion. In the evaluation of the research process, it was determined that pre-service teachers' awareness of the SSI and the YouTube supported classroom discussion process contributed positively to life skills and science process skills such as decision making, hypothesis building, discussion, analytical thinking.