A Case Study of Preservice Science Teachers with Different Argumentation Understandings: Their Views and Practices of Using Representations in Argumentation

Autor/in	Namdar, Bahadir
Titel	A Case Study of Preservice Science Teachers with Different Argumentation Understandings: Their Views and Practices of Using Representations in Argumentation
Quelle	In: International Journal of Progressive Education, 13 (2017) 3, S.95-111 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Preservice Teachers; Science Teachers; Persuasive Discourse; Case Studies; Student Attitudes; Graduate Students; Semi Structured Interviews; Content Analysis; Visual Aids; Preservice Teacher Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Inhaltsanalyse; Anschauungsmaterial; Lehramtsstudiengang; Lehrerausbildung; Ausland; Türkei
Abstract	Representations are fundamental tools to support argumentation in science learning. However, little is known about how preservice science teachers (PSTs) with different argumentation understandings view and use representations in argumentation. Therefore, the purpose of this case study was to explore the views and practices of PSTs' use of representations for argumentation purposes. The participants were six graduate students enrolled in an argumentation course in a northeastern university in Turkey. Data was collected through videotaped lessons, the PSTs' artifacts and semi-structured interviews. Video analysis and content analysis were used to investigate research questions. Results indicated that with the increased argumentation understandings the PSTs showed a sophisticated understanding of using representations for argumentation. Moreover, with the increased argumentation understanding the PSTs used representations for multiple purposes during argumentation and used visual-graphical representations as rebuttals and counterarguments. Implications include the explicit teaching of the purpose of multiple representations in argumentation, integration of representational and argumentation practices in teacher education programs, and enriching argumentation experiences by providing learners with multiple representations. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01