Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research

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2014
Özdem Yılmaz, Yasemin
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The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school science teacher, 2 high school science teachers and 4 graduate students, who were all pursuing a graduate degree in science education. The study comprised two parts: The first part reported the design, implementation and evaluation of a graduate course, named as “Argumentation in Science Teaching and Learning”. Educational design research methodology was applied to achieve the professional development of science teachers. The audio-recorded course sessions, post-interviews, and participants’ written materials were constituted the data. The results revealed the elements of an effective design solution. Moreover, the results demonstrated that the design solution contributed to the participants’ understanding of argumentation, and all participants had meta-level knowledge of argumentation in science education. The second part was the exploration of the participants’ instructional strategies on argumentation based lessons. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed six typology named as argumentation specific pedagogical knowledge, meta level pedagogical knowledge specific to argumentation, general pedagogical knowledge, meta level general pedagogical knowledge, meta-strategic knowledge, and meta-strategic knowledge specific to argumentation.
Science, Science teachers, Teaching, Learning, Psychology of., Education, Elementary.
http://etd.lib.metu.edu.tr/upload/12618209/index.pdf
https://hdl.handle.net/11511/24220
Graduate School of Social Sciences, Thesis

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Citation Formats
Y. Özdem Yılmaz, “Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.
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