The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills
Bibliographic Data
| ID | 21589730 |
|---|---|
| Authors | Esen Uzuntiryaki-Kondakçı (0000-0003-1018-8505, Middle East Technical University, corresponding author), Mustafa Tuysuz (0000-0003-1277-6669, Van Yüzüncü Yıl Üniversitesi), Esra Sarici (0000-0003-4874-6656, Middle East Technical University), Ceren Soysal (0000-0003-1804-0409, Middle East Technical University), Selçuk Kılınç (0000-0001-8846-7243, Middle East Technical University) |
| Year | 2021 |
| Volume | 43 |
| Issue | 1 |
| Pages | 30-55 |
| Publication date | 2021-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2020.1846226 |
| OpenAlex | W3124201813 |
| Language | EN |
| Citations received | 5 |
| References cited | 69 |
The purpose of this study was to investigate the development of pre-service chemistry teachers’ (PCTs’) argumentation skills in a laboratory course throughout a semester. A case study design was utilised. A total of six PCTs participated in the study. To investigate the development of PCTs’ argumentation skills, the laboratory reports that were in the form of science writing heuristic and pre and post semi-structured interviews were employed. Results showed that PCTs’ argumentation skills developed over time as they started to generate more powerful arguments which also included deeper conceptual knowledge during the argumentation-based laboratory. The other result of the study revealed that PCTs become successful in explaining chemistry concepts at the sub-microscopic level throughout the course
Argumentation theory · Chemistry Education · Epistemology · Mathematics education · Pedagogy · Science education · Chemistry · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
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| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |