Argumentation Skills of Pre-Service Elementary Teachers on Atmospheric Pressure
Abstract
In the present study, atmospheric pressure, an abstract concept that learners generally have difficulty understanding and explaining, was presented to pre-service elementary teachers (PSTs) with the method of argumentation. The argument levels of the PSTs were examined using the Predict - Observe - Explain (POE) experiments in teaching the subject of "atmospheric pressure." The study includes both the development of the worksheets and the application of the developed worksheets. The researcher developed four POE worksheets and used them in two ways. First, PSTs did two POE experiments in the science lab to learn by doing atmospheric pressure. Second, PSTs watched two videos about atmospheric pressure. Data collection tools consist of POE worksheets and in-class discussion records made during the implementation. The worksheet analysis prepared an argumentation rubric according to the Toulmin argument level. Descriptive analysis was performed on the worksheets according to the argumentation rubric, and the change and development of the PSTs' argument skills were evaluated. Although, as a result of the study, the PSTs had difficulty forming arguments at the beginning, as the practice progressed, their argument-forming skills improved, and the argument levels of the PSTs were moved to higher levels. However, it was noted that the PSTs' level of high-level argument formation was limited. In contrast, most of the PSTs in the experiments made only one claim and had difficulties justifying it.
Full Text:
Download PDFReferences
Aldag, H., 2006. Toulmin tartışma modeli. Cukurova University Journal of Social Sciences Institute, 15 (1), 13-34.
Allchin, D., & Zemplén, G. Á. (2020). Finding the place of argumentation in science education: Epistemics and whole science. Science Education (Salem, Mass.), 104(5), 907-933. https://doi.org/10.1002/sce.21589
American Association for the advancement of science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
Anisa, A., Widodo, A., Riandi, R., & Muslim, M. (2022). Students’ argumentation in science lessons: How effective is rebuttal analysis framework in representing the complexity of classroom argumentation? Science & Education, https://doi.org/10.1007/s11191-022-00320-8
Ball, C. (1994). Start right: The importance of early learning. Lesley James, Royal Society for the Encouragement of Arts, Manufactures and Commerce, 8 John Adam Street, London, WC2N 6EZ, England, United Kingdom (15 British pounds).
Basca, B. B., & Grotzer, T. A. (2001). Teaching about the nature of causality in a unit on pressure: How does it impact student understanding. In Annual Conference of the National Association for Research in Science Teaching (NARST), Seattle, April (pp. 9-14).
Bathgate, M., Crowell, A., Schunn, C., Cannady M & Dorph, R (2015). The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590-1612. https://doi.org/10.1080/09500693.2015.1045958
Blair, J. A. (2012). The rhetoric of visual arguments. C. W. Tindale. Groundwork in the theory of argumentation (pp. 41-61). Dordrecht: Springer.
Blair, J. Anthony (1996). The possibility and actuality of visual arguments. Argumentation and Advocacy, 23-39. https://doi.org/10.1007/978-94-007-2363-4_16
Cavagnetto, A., Hand, B. M., & Norton-Meier, L. (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach. International Journal of Science Education, 32, 427–449. https://doi.org/10.1080/09500690802627277
Cebrián-Robles, D., Franco-Mariscal, A. J., & Blanco-López, Á. (2018). Preservice elementary science teachers’ argumentation competence: Impact of a training programme. Instructional Science, 46 (5), 789–817. https://doi.org/10.1007/s11251- 018-9446-4
Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5, 7, and 10 students in science classrooms. Research in Science Education, 40(2), 149-169. https://doi.org/10.1007/s11165-008-9105-x
Csordas, H. V, & Forrai, G. (2017). Visual argumentation in commercials: The tulip test. Opus et Educatio, 172-182.
Dawson, V. M., & Venville, G. J. (2010). Teaching strategies for developing students’ argumentation skills about socio-scientific issues in high school genetics. Research Science Education, 40(2), 133-148 https://doi.org/10.1007/s11165-008-9104-y
Dori, J.Y., Tal, T.R.., & Tsaushu, M., (2003). Teaching Biotechnology through case studies- Can we improve higher order thinking skills of nonscience majors? Science Education 87, (6), 767-793 http://hdl.handle.net/10822/996853
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3%3C287::AID-SCE1%3E3.0.CO;2-A
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72. https://doi.org/10.1080/03057260208560187
Erduran, S. (2007). Methodological foundations in the study of argumentation in science classrooms. Argumentation in science education: Perspectives from classroom-based research, 47-69.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915-933. https://doi.org/10.1002/sce.20012
Faize, F. A., Husain, W., & Nisar, F. (2017). A critical review of scientific argumentation in science education. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 475-483.
Freeman, J.B., (1991). Dialectics and the macrostructure of arguments. Foris, Dordrecht, Netherlands.
Godden, D. M. (2013). On the norms of visual argument. Virtues of argumentation. Proceedings of the 10th International Conference of the Ontario. Windsor: University of Windsor, 1-13.
Hand, B., Wallace, C., & Prain, V. (2003). Teacher issues in using a science writing heuristic to promote science literacy in secondary science. Paper presented at the European Science Education Research Association Conference, Noordwijkerhout, The Netherlands.
Heinich, R, Molenda, M. & Russell, J. D. (1993). Instructional media and the new technologies of instruction. New York: Macmillan.
Hiğde, E. & Aktamış, H. (2016). Fen Bilgisi Öğretmen Adaylarının Argümantasyon Temelli Fen Derslerinin İncelenmesi: Eylem Araştırması . İlköğretim Online , 16 (1) , 0-0 . https://doi.org/10.17051/io.2017.79802
Hmelo-Silver, C., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviours and functions. Cognitive Science, 28, 127-138. https://doi.org/10.1016/S0364-0213(03)00065-X
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science education, 88(1), 28-54.
Hofstein, A., Kipnis, M., & Kind, P. (2008). Learning in and from science laboratories: enhancing students' meta-cognition and argumentation skills. C. L. Petroselli (Eds.), Science education issues and developments (pp. 59-94). New York: Nova Science Publishers.
Jiménez-Aleixandre, M. P., & Erduran, S (2007) Argumentation in science education: An overview. In: Erduran S and Jiménez-Aleixandre MP (eds) Argumentation in Science Education. Perspectives From Classroom-Based Research. Dordrecht: Springer, 3–27
Jimenez-Aleixandre, M.P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 88(6), 757-792. https://doi.org/10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
Karakaş, H. (2022). Argümantasyon tabanlı öğrenme yaklaşımına ilişkin sınıf öğretmenlerinin görüşleri. Sivas Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 1(1), 1-9. https://dergipark.org.tr/en/pub/cebed/issue/69360/1065138
Kariotoglou, P. & Psillos., D. (1993). Pupils' pressure models and their implications for instruction. Research in Science and Technological Education, 11(1), 95-108. https://doi.org/10.1080/0263514930110109
Katchevich D., Hofstein, A. & Mamlok-Naaman, R. (2011). Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments, Research in Science Education, Advance Online Publication. https://doi.org/10.1007/s11165-011-9267-9
Kaya, E. (2013). Argumentation practices in classroom: Pre‐service teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139– 1158. https://doi.org/10.1080/09500693.2013.770935
Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests into Turkish [İki argümantasyon testinin Türkçe'ye uyarlanmasi {dotless}]. Elementary Education Online, 13(3), 1014-1032
Kelly, G. J., & Licona, P. (2018). Epistemic practices and science education. History, philosophy and science teaching: New perspectives, 139-165.
Kesmez, I. (2010). Fen ogretimi laboratuvar uygulamaları-1. 2. [Science teaching laboratory applications-1. 2]. Baskı, Turkey. ISBN:978-975-00068-5-2.
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
Khishfe, R. (2022). Nature of science and argumentation instruction in socio-scientific and scientific contexts. International Journal of Science Education, 44(4), 647-673. https://doi.org/10.1080/09500693.2022.2050488
Kind, P. M., Kind, V., Hofstein, A. & Wilson, J. (2011). Peer argumentation in the school science laboratory-exploring effects of task features. International Journal of Science Education, 33(18), 2527-2558. https://doi.org/10.1080/09500693.2010.550952
Lawshe, C. H. (1975). A quantative approach to content validity. Personnel Psychology, 28, 563-575. https://doi.org/10.1.1.460.9380
Lee, T. D & Jones, M. G. (2018). Elementary teachers’ selection and use of visual models. Journal of Science Education and Technology, 27, 1–29. https://doi.org/10.1007/s10956-017-9705-1
Lewthwaite, B. (2014). Thinking about practical work in chemistry: teachers' considerations of selected practices for the macroscopic experience. Chemical Education Research and Practice, 15, 35–46. https://doi.org/10.1039/C3RP00122A
Maloney, J., & Simon, S. (2006). Mapping children’s discussions of evidence in science to assess collaboration and argumentation. International Journal of Science Education, 28(15), 1817-1841. https://doi.org/10.1080/09500690600855419
Martín-Gámez, C., & Erduran, S. (2018). Understanding argumentation about socio-scientific issues on energy: A quantitative study with primary pre-service teachers in Spain. Research in Science & Technological Education , 36 (4), 463–483. https://doi.org/10.1080/02635143.2018.1427568
Mas, C. J. Perez, J. H., & Harris, H. H. (1987). Parallels between adolescents’ conception of gases and the history of chemistry. Journal of Chemical Education, 64(7), 616- 618. https://doi.org/10.1021/ed064p616
Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83, 33–54. https://doi.org/10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.0.CO;2-Z
McNeill, K L., Katsh-Singer, R., González-Howard, M., & Loper, S. (2016) Factors impacting teachers' argumentation instruction in their science classrooms. International Journal of Science Education, 38(12), 2026-2046. https://doi.org/10.1080/09500693.2016.1221547
McNeill, K. L., Lizotte, D. J., Krajcik, J. & Marx, R. W. (2006). Supporting students construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153-191. https://doi.org/10.1207/s15327809jls1502_1
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro, what is "quality'?": Language, literacy and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469–498. https://doi.org/10.1002/tea.1014
Namdar, B & Demir, A. (2016). A spider or an insect? Argumentation-based classification activity for fifth graders. Journal of Inquiry Based Activities, 6(1), 1-9. https://www.ated.info.tr/ojs-3.2.1-3/index.php/ated/article/view/49/88
Namdar, B. (2017). A case study of preservice science teachers with different argumentation understandings: their views and practices of using representations in argumentation. International Journal of Progressive Education, 13 (3), 95-111. https://ijpe.penpublishing.net/makale/291
Nelson, B. D., Aron, R. H. & Francek, M. A. (1992). Clarification of selected misconceptions in physical geography. Journal of Geography, 91(2), 76-80. https://doi.org/10.1080/00221349208979083
Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students' reasoning practices. Journal of the Learning Sciences, 20(3), 443-488. https://doi.org/10.1080/10508406.2011.564567
Ortega, F.J.R., Alzate, O.E.T., & Bargallo, C.M. (2015). A model for teaching argumentation in science class. Education Pesqui, 41(3), 629-643. https://doi.org/10.1590/S1517-9702201507129480
Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
Paik, S. (2015). Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students. Chemistry Education Research and Practice, 16(3), 670-679. http://dx.doi.org/10.1039/c5rp00068h
Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881. https://doi.org/10.1080/09500690500339654
Petrucci, R.H., Harwood, W.S., & Herring, F.G. (2010). General Chemistry: Principles and modern applications (Genel Kimya: ilkeler ve modern uygulamalar). T. Uyar, & S. Aksoy (Eds.), Ankara: Palme. https://files.eric.ed.gov/fulltext/EJ1015818.pdf
Roberts, K. G. (2007). Visual argument in ıntercultural contexts: Perspectives on folk/traditional art. Argumentation and Advocacy, 152-163. https://doi.org/10.1080/00028533.2007.11821671
Robertshaw, B. & Campbell, T. (2013). Constructing arguments: Investigating pre-service science teachers’ argumentation skills in a socio-scientific context. Science Education International, 24 (2), 195–211.
Roque, G. (2009). What is visual in visual argumentation? J. Ritola (Eds.), Argument Cultures: Proceedings of OSSA 09, CD-ROM (pp. 1-9), Windsor, ON: OSSA.
Sampson, V., & Clark, D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3),448-484. https://doi.org/10.1002/sce.20306
Sampson, V., & Clark, D.B. (2008). 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
Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71(8), 465-472. https://doi.org/10.2307/20565359.
Simon, S. (2008). Using Toulmin’s argument pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31(3), 277-289. https://doi.org/10.1080/17437270802417176
Simon, S., Davies, P., & Trevethan, J. (2012). Advancing teacher knowledge of effective argumentation pedagogy. Educar em Revista, (44), 59-74.
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28, 235-260. https://doi.org/10.1080/09500690500336957
Şimşek, C. L., Öztuna-Kaplan, A., Çorapçıgil, A., & Mısırlı, M. E. (2018). Thoughts About Pressure-Boiling Point of 3rd Grade Students Studying in The Department of Science Teaching: A POE Application. Kastamonu Education Journal, 26(5), 1679-1690. https://doi.org/10.24106/kefdergi.2204
Toulmin, S. (1958). The uses of argument. Cambridge University Press.
Tseronis, A. (2013, May 22-26). Argumentative functions of visuals: Beyond claiming and justifying. D. Mohammed and M. Lewinski (Eds.), Virtues of argumentation. Proceedings of the 10th International Conference of the Ontario Society for the Study of Argumentation (OSSA), Windsor, 1-17.
Uzuntiryaki-Kondakci E., Tuysuz, M., Sarici, E., Soysal, C. & Kilinc, S. (2021). The role of the argumentation-based laboratory on the development of pre-service chemistry teachers’ argumentation skills. International Journal of Science Education, 42(17), 1-26. https://doi.org/10.1080/09500693.2020.1846226
Walker, J. (2011). Argumentatıon in undergraduate chemistry laboratories. Unpublished Doctoral dissertation, The Florida State University, USA.
Walton, D., (2006). Fundamentals of critical argumentation. Cambridge: Cambridge University Press, New York.
Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene J. A., & Croninger, R. M. V. (2019). Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research, 112(5), 627-639, https://doi.org/10.1080/00220671.2019.1654428
Weng, W., Lin Y & She H. (2017) Scaffolding for argumentation in hypothetical and theoretical biology concepts, International Journal of Science Education, 39(7), 877-897, https://doi.org/10.1080/09500693.2017.1310409
Wu, S C., Silveus, A., Vasquez, S., Biffi, D., Silva., C & Weinburgh, M. (2019) Supporting ELLs’ Use of hybrid language and argumentation during science instruction. Journal of Science Teacher Education, 30(1), 24-43, https://doi.org/10.1080/1046560X.2018.1529520
Yen, H. C., Tuan, H. L., & Liao, C. H. (2011). Investigating the influence of motivation on students’ conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research in Science Education, 41, 211-224. https://doi.org/10.f1007/s11165-009-9161-x
Yerrick, K. R. (2000). Lower track science students’ argumentation and open inquiry instruction. Journal of Research in Science Teaching, 8(37), 807-838. https://doi.org/10.1002/1098-2736(200010)37:8%3C807::AID-TEA4%3E3.0.CO;2-7
Yin, R. K. (2003). Case Study Research Design and Methods (3. Baskı). London: Sage Publications.
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/10.1002/tea.10008
DOI: https://doi.org/10.17509/jsl.v6i1.46644
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Pelin Mete
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia