Observing Primary School Pre-service Teachers’ Oral Argumentation in Science Writing Heuristic Implementation

Şen M., Gümüş B.

KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, vol.11, no.4, pp.617-634, 2024 (TRDizin)

Abstract

This study provides information on primary school pre-service teachers’ (PST) oral argumentation in science writing heuristic (SWH) implementation. Previous research on SWH mainly did not consider primary school PSTs and their oral engagement in the argumentation process. Therefore, this study attempted to understand how primary school PSTs experienced the SWH implementation considering the three aspects of oral argumentation which are cognitive, epistemic, and social. The study lasted six weeks and 34 PST participated in the study. Data were collected using the Assessment of Scientific Argumentation in Class (ASAC) observation protocol. Accordingly, PSTs were observed throughout the implementation and the ASAC protocol was filled each week. Content and constant comparative analysis yielded results about students’ oral argumentation. The main findings showed that participants’ oral argumentation improved with time. Next, ASAC aspects’ observation scores diverged and the scores for cognitive and epistemic aspects were higher than those for social aspects. The findings are discussed and implications are presented considering PST’s oral argumentation and the use of ASAC.