Pre-Service Science Teachers’ Written Argumentation Qualities: From the Perspectives of Socio-Scientific Issues, Epistemic Belief Levels and Online Discussion Environment
Erdinc Isbilir 1 * , Jale Cakiroglu 1, Hamide Ertepinar 2
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1 Middle East Technical University, TURKEY
2 Istanbul Aydın University, TURKEY
* Corresponding Author

Abstract

This study investigated the relationship between pre-service science teachers‟ written argumentation levels about socio-scientific issues and epistemic belief levels in an online discussion environment. A mixed-methods approach was used: 30 Turkish pre-service science teachers contributed with their written argumentations to four socio-scientific issues. The pre-service science teachers‟ argumentations were evaluated by an adapted version of argumentation analysis framework developed by Sadler and Fowler (2006) and their epistemic belief levels were measured using the Epistemic Belief Questionnaire by Kuhn, Cheney, and Weinstock (2000). The qualitative as well as quantitative results indicated that: (1) the pre-service science teachers produced high-level argumentations for each socio-scientific issue in an online discussion environment, (2) levels of argumentations increased from climate change to human genome project issue, and (3) higher-level argumentations were produced for higher epistemic belief levels (i.e., multiplist and evaluativist).

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2014.1110a

EURASIA J Math Sci Tech Ed, 2014 - Volume 10 Issue 5, pp. 371-381

Publication date: 15 Dec 2014

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