The nature of pre-service science teachers' argumentation in inquiry-oriented laboratory context

Özdem, Yasemin
The purpose of this study is to explore pre-service science teachers’ (PST) argumentation in the context of inquiry-oriented laboratory work. Specifically, this study investigated the kinds of argumentation schemes PSTs use as they perform inquiry-oriented laboratory tasks, and how argumentation schemes generated by PSTs vary by tasks as well as by experimentation and critical discussion sessions. The participants in this study were 35 pre-service elementary teachers, who will teach middle school science from 6th through 8th grade students after graduation. In this study, participants were engaged in six inquiry-oriented laboratory tasks. The performance of laboratory tasks consisted of two stages. Through the experimentation stage, PSTs planned and developed their own hypotheses, carried out an experiment and collected data, and processed their data to verify their hypotheses. Through the critical discussion stage, one of the research groups presented their hypotheses, methods, and results orally to the other research groups. Each presentation was followed by a class discussion of weak and strong aspects of the experimentation. The data of this study were collected through video- and audio-recording. The data were the transcribed from video- and audio-recordings of the PSTs’ discourse during the performance of the laboratory tasks. For the analysis of PSTs’ discourse pre-determined argumentation schemes by Walton (1996) were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources, to ground their claims or to argue for a case or an action. The interpretation of the frequency data and the kind of the most frequent argumentation schemes can be seen as a positive indication that the inquiry-oriented laboratory tasks that were employed in this study are effective toward promoting presumptive reasoning discourse. Another result of this study, which is worthy of notice is the construction and evaluation of scientific knowledge claims that resulted in different number and kinds of arguments. Results of this study suggest the following implications for improving science education. First, designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Second, both the number of arguments and the use of various scientific argumentation schemes can be enhanced by specific task structures. Third, “argumentation schemes for presumptive reasoning” is a promising analysis framework to reveal the argumentation patterns in scientific settings. Last, pre-service teachers can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.


Investigation of the preservice science teachers' views on nature of science
Erdoğan, Rahşan; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2004)
The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item أViews on Science-Technology-Society (VOSTS)ؤ instrument, translated and adapted into Turkish, were utilized to assess participants̕ views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item select...
Preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning
Topçu, Mustafa Sami; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2008)
The main purpose of this study was to explore Preservice Science Teachers’ (PSTs) informal reasoning regarding socioscientific issues (SSI). The study first investigated PSTs’ informal reasoning patterns; second, explored the relationship between informal reasoning patterns and quality; third, examined the variation of informal reasoning quality with SSI; at last, focused on the factors influencing PSTs’ informal reasoning in the context of SSI. Totally, 39 PSTs voluntarily participated in the study. Senior...
A comparison of professional qualities of two groups of prospective English teachers
Ortaköylüoğlu, Hale(Küçükavşar); Enginarlar, Hüsnü; Department of English Language Teaching (2004)
The purpose of the study is two-fold. The primary concern is to specify to what degree the senior students of the Department of English Language Teaching (ELT) at Abant Izzet Baysal University and those, authorized with a teaching certificate, of the Department of English Language and Literature (ELL) at Erciyes University feel knowledgeable and competent in meeting the international standards that an English Language teacher should have. The secondary concern is to identify to what degree the methodology c...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Investigation of the relationship between pre-service science teachers' understandings of nature of science and their personal characteristics
Çetinkaya, Gamze; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate the possible relationships between pre-service science teachers' understanding of nature of science (NOS) and their personal characteristics; understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science edu...
Citation Formats
Y. Özdem, “The nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context,” M.S. - Master of Science, Middle East Technical University, 2009.