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    Adaptation of two argumentation tests into Turkish
    (Ankara University, 2014) Kaya, Ebru; Çetin, Pınar Seda; Erduran, Sibel
    The aim of this study is to adapt the Argumentation Test developed by Sampson and Clark (2006) and the Perceptions of Argumentation Test developed by Chin (2008) into Turkish. 245 high school students and 252 primary science pre-service teachers participated in this study. The reliability of the adapted version of the Argumentation Test was found to be 0.70. In order to test the validity of each test, two experts in English completed the Scale of Consistency in English-Turkish and the calculated values regarding the scale showed that both English and Turkish versions of the tests were consistent. In addition, an expert in English who investigated the back translations of the tests into English denoted that the original versions and the back translations were consistent. Based on these results, it can be said that the Turkish versions of both tests are valid and reliable.
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    Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education
    (Routledge Journals, Taylor & Francis Ltd, 2017) Pabuçcu, Aybüke; Erduran, Sibel
    There exists bias among students that learning organic chemistry topics requires rote learning. In this paper, we address such bias through an organic chemistry activity designed to promote argumentation. We investigated how pre-service science teachers engage in an argumentation about conformational analysis. Analysis of the outcomes concentrated on (a) pre-service teachers' understanding of conformations of alkanes (b) the nature of the pre-service teachers' discourse; (c) the quality of pre-service teachers' argumentation; and (d) pre-service teachers' spatial ability. Various measures were used to trace (a) conceptual understanding through the answers in the writing frames, (b) the nature of the pre-service teachers' discourse using two different codes, (c) the quality of pre-service teachers' argumentation by counting the number of episodes with higher-level argumentation, and (d) spatial ability by Spatial Ability Test. The results showed that high performing groups had multiple rebuttals in their argumentation and low performing groups had problems in evaluating the credibility of evidence. Furthermore, we observed that spatial abilities play an important role in pre-service teachers' engagement in argumentation. The findings help understanding of how to further enhance pre-service teachers' conceptual understanding and engagement in argumentation regarding organic chemistry concepts.
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    Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education
    (Taylor and Francis, 2017) Erduran, Sibel; Kaya, Ebru; Çetin, Pınar Seda
    In this chapter, we review the characterization of conceptual change, argumentation, models and explanations in order to provide an account that both synthesizes perspectives on their interrelations and also delineates their respective definitions. We refer to literature in philosophy of science in order to clarify and justify the epistemic aspects of each construct, and explore the implications for science education. We propose heuristics that help clarify the various interrelationships between conceptual change, argumentation, modeling and explanation, and apply them to examples of science curricula to illustrate their relevance and significance in science education. © 2018 selection and editorial matter, Tamer G. Amin and Olivia Levrini; individual chapters, the contributors.
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    Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior
    (Royal Soc Chemistry, 2016) Pabuçcu, Aybüke; Erduran, Sibel
    This study investigated secondary school students' engagement in epistemic and narrative practices of chemistry in the context of a chemistry story on gas behavior. Argumentation is an example of an epistemic practice in science and stories are one kind of narrative (Ricoeur, 1981). By using a chemistry story, the authors hoped to engage students in the argumentation processes by linking chemistry knowledge to everyday contexts (Erduran and Pabuccu, 2012). Student group discussions and written frames during the activity were used as data sources. Analysis of these student outcomes concentrated on (a) the nature of the students' discourse; (b) the quality of students' argumentation; and (c) students' conceptual understanding of gas behaviors. The authors categorized the nature of group discourse using five different codes, determined the quality of student argumentation by counting the number of rebuttals, and measured conceptual understanding through students' answers in the writing frames. The results of this study add to the literature seeking to understand how to develop students' engagement in the argumentation process, how to enhance the quality of students' argumentations, and how to improve their conceptual understanding of gas behaviors.
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    Promoting argumentation in the context of chemistry stories
    (Sense Publishers, 2015) Erduran, Sibel; Akış Pabuçcu, Aybüke
    In this chapter, we present research on argumentation in chemistry teaching and learning, and explore some examples. The research contexts in science education relate to the epistemic and narrative practices of science. Epistemic practices are the cognitive and discursive activities that develop epistemic understanding or understanding of how scientific knowledge is developed. © 2015 Sense Publishers. All Rights Reserved.
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    Understanding the nature of chemistry and argumentation: the case of pre-service chemistry teachers
    (2010) Çetin, Pınar Seda; Erduran, Sibel; Kaya, Ebru
    Son yıllarda, bilim felsefesine dayalı bakış açılarının bilim eğitimi ile birleştirilmesi savunulmaktadır. (örn; Duschl, 1990). Fakat bilim eğitimindeki araştırmaların bilim eğitiminde bilim felsefesinin uygulaması ile örtüşmesi minimum seviyede kalmıştır.(Kauffman, 1989). Örneğin özellikle belirli bilim felsefelerinin önerdiği gibi disiplinlerin bilgi ve bilginin yapılanmasına yönelimlerinin bilim eğitimindeki teori ve uygulamalara nasıl katkı sağlayabileceğine daha az düzeyde dikkat edilmiştir (Erduran, 2001). Bu çerçevede, kimya eğitimi alan yazınının kimya felsefesinin kimya eğitimindeki uygulamalarına çok az değinmesi şaşırtıcı değildir (örn; Erduran & Scerri, 2002). Diğer yandan, son yıllarda teori ve kanıtın bilimde bilgi iddialarının doğrulanmasındaki rolünü vurgulayan argümantasyon çalışmaları, bilim eğitiminde anahtar bir araştırma alanı olarak ortaya çıkmıştır (örn; Erduran & Jimenez-Aleixandre, 2008). Bu çalışmada, bilimde argümantasyon ve alana özel akıl yürütme yollarını özellikle kimya öğretmen adaylarına özgü kalıplara odaklanarak incelemek için, bu iki ayrı alan yazını bir araya getirmeyi amaçladık. Farklı alanlardan gelen 114 öğretmen adayından Bilimin Doğası ve Argümantasyon anketleri aracılığı ile topladığımız veriler ile bu deneysel çalışmayı açıklamaya çalıştık. Analizlerimiz farklı gruplardaki öğretmen adaylarının bilimin doğasını ve argümantasyonu anlamalarının kıyaslanmasını göstermektedir. Çalışmanın sonuçları kimya öğretmen adayları için bilimin doğasındaki bazı faktörler ile (örneğin bilimsel bilginin doğası) argümantasyon arasında anlamlı bir korelasyonun bulunduğunu göstermiştir.