Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education

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dc.authorid0000-0001-5226-0136en_US
dc.authorid0000-0002-6790-4990
dc.contributor.authorPabuçcu, Aybüke
dc.contributor.authorErduran, Sibel
dc.date.accessioned2021-06-23T19:49:10Z
dc.date.available2021-06-23T19:49:10Z
dc.date.issued2017
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThere 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.en_US
dc.identifier.doi10.1080/09500693.2017.1319988
dc.identifier.endpage1172en_US
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.issue9en_US
dc.identifier.scopus2-s2.0-85018280884en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1154en_US
dc.identifier.urihttps://doi.org/10.1080/09500693.2017.1319988
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9400
dc.identifier.volume39en_US
dc.identifier.wosWOS:000406629200003en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorPabuçcu, Aybüke
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInternational Journal Of Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumentationen_US
dc.subjectChemistry Educationen_US
dc.subjectHigher Educationen_US
dc.subjectOrganic Chemistryen_US
dc.titleBeyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary educationen_US
dc.typeArticleen_US

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