Examination of the Argumentation Processes of Classroom Teachers Participating in On-the-job Training Activities

Year 2016, Volume: 3 Issue: 2, 34 - 50, 01.08.2016

Menşure Alkış Küçükaydın Şafak Uluçınar Sağır

https://doi.org/10.17275/per.16.08.3.2

Abstract

In
recent years, attention has been given to learning of the science language.
This has brought together a transformation in science education programs and
the implementation of argumentation applications that is a part of this
transformation. However adequate training has not been given to teacher son
revised 2013 science program in Turkey and on argumentation practices. This
situation has constituted the rationale for this case study. In line with the
needs analysis a revised science curriculum and on-the-job (OJT) training
activity on argumentation has been prepared for classroom teachers. First a
pilot application prepared and then the main application have been conducted.
At the end of these applications the argumentation skills, opinions on OJT
activities and activity preparation based on argumentation skills of teachers
have been examined. The findings of this study have revealed that classroom
teachers are not adequate in creating the opposite argument of the
argumentation components that they have been restrictive, and that they have
used the supportive evidence rationale in a limited way in an argumentation
activity they have practiced in their classroom. They have been unable to reach
the confuting stage. Nevertheless the classroom teachers who have participated
in OJT activities think that these activities are useful in professional and
personal point of view and that they should be repeated at regular intervals.

Keywords

Argumentation practices, argumentation activity, argumentation skills, on-the-job training, classroom teachers

Supporting Institution

Amasya University

Project Number

SEB BAP 14-032

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