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

Yıl 2022, Cilt: 11 Sayı: 1, 31 - 53, 20.02.2022

Aybike Gökçehan Cenk Feride Ercan Yalman

https://doi.org/10.14686/buefad.900562

Cited By: 1

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

Öğretmen Adaylarının Farklı Sosyobilimsel Konulardaki Argümantasyon Becerilerinin Gözlenmesi

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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