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Abstract
ABSTRACT The purpose of this study was to investigate the consistency of nature of science (NOS) conceptions and argumentation skills among undergraduate student teachers across different socioscientific issues (SSI) contexts. The participants included 80 undergraduate student teachers enrolled in a science methods course at six different universities in Lebanon. The study used a quantitative and qualitative design to compare the responses of students related to NOS and argumentation across different SSI contexts. Two data collection tools were used: questionnaires and interviews. The first questionnaire was a topic knowledge one and the second questionnaire included three scenarios that addressed SSI contexts about water fluoridation, global warming, and genetically modified food. Two sets of questions followed each scenario. The first set concentrated on the components of argumentation (arguments, counterarguments, and rebuttals), while the other set focused on three emphasised NOS aspects (subjective, tentative, and empirical). Results showed that there were differences in the levels of student teachers’ sophistication regarding the argumentation components and NOS aspects across the different contexts. Recommendations for future research and implications for the teaching of NOS and arguments are discussed.
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