Examination of primary school pre-service teachers’ argumentative writings in the context of science writing heuristics approach
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, cilt.1, ss.1-31, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/09500693.2026.2692660
- Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), Periodicals Index Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, Psycinfo
- Sayfa Sayıları: ss.1-31
- TED Üniversitesi Adresli: Evet
Özet
This research reveals primary school pre-service teachers’ (PST) argumentative writings during the implementation of the Science Writing Heuristics Approach. Thirty-four PSTs completed their argumentative writing reports over six weeks. In total, PSTs prepared 194 argumentative writing reports, and the reports were analysed based on epistemic understanding of an argument, the overall cohesiveness, and the text assessment. Codes were transformed into quantitative data after the qualitative analysis of argumentative writings. Repeated-measure ANOVA was conducted to see possible changes in PSTs’ argumentative writings throughout the study. The quality of the reports was mainly low throughout the study. Repeated-measure ANOVA results revealed significant differences between different weeks. However, a linear development was not observed in terms of argumentative writing. Possible explanations for this situation are discussed, considering the nature of the study and different types of argument-based inquiry approaches. Implications are suggested considering PSTs’ argumentative writing reports.