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The Observation of Pre-service Teachers' Argumentation Skills on Different Socioscientific Issues

Yıl 2022, , 31 - 53, 20.02.2022

Aybike Gökçehan Cenk , Feride Ercan Yalman

https://doi.org/10.14686/buefad.900562
Cited By: 2

Öz

In this study, it was aimed to determine the argumentation skills of pre-service science teachers studying at the 4th grade in different socioscientific issues. The study was designed in accordance with the case study, one of the qualitative research methods. In the study involving 8 teacher candidates, the data were obtained by observation method. For data analysis, firstly the observation records were transcribed and then content analysis was performed. The data in the argumentation process were evaluated both in terms of quantity and quality. In terms of quantity, it was seen that teacher candidates had more codes and frequencies in biotechnology and health themes, and less in environment and energy themes. When the argumentation process was examined qualitatively, it was seen that the pre-service teachers could not form arguments by paying attention to all components. It was observed that the pre-service teachers who were partially more successful in finding arguments, evidence and supporting were not equally successful in the rebuttal part. It was also concluded that the participants formed better arguments on socioscientific issues such as global climate change, genetically modified organisms, nuclear energy, organ donation and stem cells, medicine-alternative medicine. It was found that the participants were able to form arguments at a lower level on socioscientific issues such as cloning, euthanasia, space pollution and pandemic vaccine. From this point on, it can be stated that the argument attributes are affected by the subject context. In line with the findings, suggestions were made at the end of the study.

Anahtar Kelimeler

Argumentation Teacher candidate Socioscientific issues Observation

Kaynakça

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Öğretmen Adaylarının Farklı Sosyobilimsel Konulardaki Argümantasyon Becerilerinin Gözlenmesi

Yıl 2022, , 31 - 53, 20.02.2022

Aybike Gökçehan Cenk , Feride Ercan Yalman

https://doi.org/10.14686/buefad.900562
Cited By: 2

Öz

Bu çalışmada fen bilgisi öğretmenliği 4. Sınıf düzeyinde öğrenim gören öğretmen adaylarının farklı sosyobilimsel konularda argümantasyon becerilerinin tespit edilmesi amaçlanmıştır. Çalışma, nitel araştırma yöntemlerinden durum çalışmasına uygun olarak tasarlanmıştır. 8 öğretmen adayının yer aldığı çalışmada veriler gözlem metodu ile elde edilmiştir. Veri analizi için öncelikle gözlem kayıtları transkript haline getirilmiş ve ardından içerik analizi yapılmştır. Argümantasyon sürecindeki veriler hem nicelik hem de nitelik olarak değerlendirilmiştir. Nicelik olarak bakıldığında öğretmen adaylarının biyoteknoloji ve sağlık temalalarında daha fazla, çevre ve enerji temalarında ise daha az kod ve frekanslara sahip olduğu görülmüştür. Argümantasyon süreci nitelik olarak incelendiğinde öğretmen adaylarının tüm bileşenlere dikkat ederek argüman oluşturamadığı görülmüştür. İddia, kanıt ve destekleyici bulmada kısmen daha başarılı olan öğretmen adaylarının çürütücü kısmında aynı oranda başarılı olmadığı gözlemlenmiştir. Ayrıca katılımcıların küresel iklim değişikliği, genetiği değiştirilmiş organizmalar, nükleer enerji, organ bağışı ve kök hücre, tıp-alternatif tıp gibi sosyobilimsel konularda daha iyi düzeyde argümanlar oluşturduğu sonucuna ulaşılmıştır. Katılımcıların klonlama, ötenazi, uzay kirliliği ve pandemik aşı gibi sosyobilimsel konularda daha düşük düzeyde argümanlar oluşturabildiği tespit edilmiştir. Bu noktadan hareketle argüman niteliklerinin konu bağlamından etkilendiği ifade edilebilir. Bulgular ışığında araştırma sonunda ilgili önerilerde bulunulmuştur.

Anahtar Kelimeler

Argümantasyon Öğretmen adayı Sosyobilimsel konular

Kaynakça

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  • Kutluca, A., & Aydın, A. (2017). Fen bilimleri öğretmen adaylarının sosyobilimsel argümantasyon kalitelerinin incelenmesi: Konu bağlamının etkisi [The investigation of pre-service science teachers’ socioscientific argumentation quality: The influence of the context]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 458-480. https://doi.org/10.17522/balikesirnef.356575
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  • Sadler, T. D. (2003). Informal reasoning regarding SSI: Their influence on morality and content knowledge. Doctorate Dissertation, University of Sout Florida, USA.
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  • Sampson, V., & Clark, D. B. (2011). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education. 92, 447-472.https://doi.org/10.1002/sce.20276
  • Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching, 44(2), 327-348.https://doi.org/10.1002/tea.20161
  • Sıbıc, O. (2017). Preservice science teachers’ views towards socioscientific issues and socioscientific issue-based instruction. Doctorate Dissertation, Yıldız Technical University, Istanbul, Turkey.
  • Simmons, M. L., & Zeidler, D. L. (2003). Beliefs in the nature of science and responses to socioscientific issues. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp. 81-94). Dordrecht: Kluwer Academic Publishers.
  • Surmeli, H., & Sahin, F. (2012). Pre service teachers’ opinions and ethical perceptions in relation to cloning studies. Çukurova University Faculty of Education Journal, 41(2), 76-86doı yok
  • Taspinar, P. (2011). Sosyobilimsel tartışma destekli sağlık eğitimi etkinliklerinin ilköğretim 5. sınıf öğrencilerinde sağlık bilincinin ve içerik bilgisinin gelişimine etkisi [Effect of health education activities based on socio-scientific argumentation on the promotion of health awareness and content knowledge of 5th grade elementary school students]. Master Dissertation, Marmara University, Istanbul, Turkey.
  • Tekin, N. (2018). Fen bilgisi öğretmen adaylarına yönelik sosyobilimsel konular temelli geliştirilen bir modülün konu alan bilgisi ve argümantasyon kalitesi bakımından değerlendirilmesi [The evaluation of socioscientific issues-based developed module for pre-service science teachers in terms of content knowledge and argumentation quality]. Doctorate Dissertation, Aksaray University, Aksaray, Turkey.
  • Tekgoz, S. T., & Ercan Yalman, F. (2020). Nükleer santraller hakkında fen bilgisi öğretmenlerinin görüşü: Akkuyu örneği [Science teachers' views on nuclear power plants: Akkuyu sample]. Mugla Sitki Kocman Univesity Journal of Education, 7(2), 144-158. https://doi.org/10.21666/muefd.706847
  • Tonus, F. (2012). Argümantasyona dayalı öğretimin ilköğretim öğrencilerinin eleştirel düşünme ve karar verme becerileri üzerine etkisi [Effect of the argumantation-based teaching to critical thinking and decision-making skills on primary students]. Master Dissertation, Hacettepe University, Ankara, Turkey.
  • Topcu, M. S. (2008). Preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. Doctorate Dissertation, Middle East Tecnical University, Ankara, Turkey.
  • Topcu, M. S., Mugaloğlu, E. Z., &Guven, D., (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği [Socioscientific issues in science education: The case of Turkey]. Educational Sciences: Theory & Practice, 14(6), 2327-2348. https://doi.org/10.12738/estp.2014.6.2226
  • Topcu, M. S., Sadler, T. D., & Yılmaz-Tuzun, O. (2010). Preservice science teachers’ informal reasoning about socioscientific issues: The influence of issue context. International Journal of Science Education, 32(18), 2475-2495.https://doi.org/10.1080/09500690903524779
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  • Ture, Z. G. (2018). Örnek olay destekli istasyon tekniğinin sosyobilimsel konuların öğretimi üzerine etkisi [Teaching of socioscientific issues with case-based supported station technique]. Master Dissertation, Erzincan University, Erzincan, Turkey.
  • Turkmen, H., Pekmez E., & Saglam, M. (2017). Fen bilgisi öğretmen adaylarının sosyobilimsel konular hakkındaki düşünceleri [Pre-service science teachers’ thoughts about socio-scientific issues]. Ege Journal of Education, 18(2), 448-475. https://doi.org/10.12984/egeefd.295597
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  • Wu, Y.-T. & Tsai, C.-C. (2011). The effects of different on-line searching activities on high school students’ cognitive structures and informal reasoning regarding a socioscientific issue. Research in Science Education, 41, 771-785. https://doi.org/10.1007/s11165-010-9189-y
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  • Ozturk, N., & Yenilmez Turkoglu, A. (2018). Öğretmen adaylarının akran liderli tartışmalar sonrası çeşitli sosyo-bilimsel konulara ilişkin bilgi ve görüşleri [Pre-service science teachers’ knowledge and views about several socio-scientific issues after peer-led discussions]. Elementary Education Online, 17(4), 2030-2048. http:// doi.org/10.17051/ilkonline.2019.506944
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Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Aybike Gökçehan Cenk 0000-0001-6463-0771

Feride Ercan Yalman 0000-0003-1037-1473

Yayımlanma Tarihi 20 Şubat 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Cenk, A. G., & Ercan Yalman, F. (2022). The Observation of Pre-service Teachers’ Argumentation Skills on Different Socioscientific Issues. Bartın University Journal of Faculty of Education, 11(1), 31-53. https://doi.org/10.14686/buefad.900562

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Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
https://doi.org/10.53444/deubefd.1258239

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