The quality of pre-service science teachers' argumentation: influence of content knowledge

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dc.authorid0000-0003-4299-0893
dc.authorid0000-0003-2225-0812
dc.authorid0000-0002-1341-3432
dc.contributor.authorÇetin, Pınar Seda
dc.contributor.authorDoğan, Nihal
dc.contributor.authorKutluca, Ali Yiğit
dc.date.accessioned2021-06-23T18:55:12Z
dc.date.available2021-06-23T18:55:12Z
dc.date.issued2014
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractResearch exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35-62, 2002). This study examined the possible relationship between pre-service science teachers' (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.en_US
dc.identifier.doi10.1007/s10972-014-9378-z
dc.identifier.endpage331en_US
dc.identifier.issn1046-560X
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84899909650en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage309en_US
dc.identifier.urihttps://doi.org/10.1007/s10972-014-9378-z
dc.identifier.urihttps://hdl.handle.net/20.500.12491/4708
dc.identifier.volume25en_US
dc.identifier.wosWOS:000415575800005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorÇetin, Pınar Seda
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherKluwer Academic Publishersen_US
dc.relation.ispartofJournal of Science Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectCloningen_US
dc.subjectContent Knowledgeen_US
dc.subjectSocio-scientific Argumentationen_US
dc.titleThe quality of pre-service science teachers' argumentation: influence of content knowledgeen_US
dc.typeArticleen_US

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