The role of the argumentation-based laboratory on the development of pre-service chemistry teachers' argumentation skills

Date

2021-01-01

Author

Kondakçı, Esen
Sarıcı, Esra
Soysal, Ceren
Kılınç, Selçuk

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

URI

https://hdl.handle.net/11511/88819

Journal

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION

DOI

https://doi.org/10.1080/09500693.2020.1846226

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

E. Kondakçı, E. Sarıcı, C. Soysal, and S. Kılınç, “The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills,” INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88819.