The Observation of Pre-service Teachers' Argumentation Skills on Different Socioscientific Issues

Abstract

In this study, it was aimed to determine the argumentation skills of pre-service science teachers studying at the 4th grade in different socioscientific issues. The study was designed in accordance with the case study, one of the qualitative research methods. In the study involving 8 teacher candidates, the data were obtained by observation method. For data analysis, firstly the observation records were transcribed and then content analysis was performed. The data in the argumentation process were evaluated both in terms of quantity and quality. In terms of quantity, it was seen that teacher candidates had more codes and frequencies in biotechnology and health themes, and less in environment and energy themes. When the argumentation process was examined qualitatively, it was seen that the pre-service teachers could not form arguments by paying attention to all components. It was observed that the pre-service teachers who were partially more successful in finding arguments, evidence and supporting were not equally successful in the rebuttal part. It was also concluded that the participants formed better arguments on socioscientific issues such as global climate change, genetically modified organisms, nuclear energy, organ donation and stem cells, medicine-alternative medicine. It was found that the participants were able to form arguments at a lower level on socioscientific issues such as cloning, euthanasia, space pollution and pandemic vaccine. From this point on, it can be stated that the argument attributes are affected by the subject context. In line with the findings, suggestions were made at the end of the study.