Abstract
The purpose of this study is to explore the impact of the use of thinking tools on the pre-service science teachers' argumentation skills in flipped learning. A single-group repeated experiment involving 34 pre-service science teachers was used. Data about students' argumentation skills and attitudes towards thinking tools was collected. This study found that the students' argumentation skills ranked highest when they used an online collaborative text-based visual thinking tool. The students also preferred to use the text-based visual thinking tool, although they recognized the online collaborative diagram-based thinking tools could better reflect their thinking processes.
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