Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio- Scientific Issues, Epistemic Belief Levels and Online Discussion Environment

Autor/inn/en	Isbilir, Erdinc; Cakiroglu, Jale; Ertepinar, Hamide
Titel	Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio- Scientific Issues, Epistemic Belief Levels and Online Discussion Environment
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 10 (2014) 5, S.371-381 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Preservice Teachers; Persuasive Discourse; Writing (Composition); Science and Society; Teacher Attitudes; Beliefs; Epistemology; Controversial Issues (Course Content); Computer Mediated Communication; Mixed Methods Research; Questionnaires; Data Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Persuasion; Persuasive Kommunikation; Schreibübung; Lehrerverhalten; Belief; Glaube; Erkenntnistheorie; Controversial issues; Kontroverse; Computerkonferenz; Fragebogen; Auswertung; Türkei
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). (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10