KNOWLEDGE AND EXPERIENCE OF SCIENCE TEACHERS WITH REGARD TO ARGUMENTATION- BASED SCIENCE LEARNING

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The aim of this study was to examine the views of science teachers with regard to Argumentation-Based Science Learning (ABSL). The research was designed using a phenomenographic research design. The research data were obtained from a sample of science teachers in the eastern Mediterranean region in the 2017-2018 academic year. Seven science teachers participated in the study. Data were obtained through an open-ended questionnaire and a semi-structured interview. The data were analyzed in the follow-up using open and axial coding. Based on the findings, it was determined that teachers perceptions of ABSL mostly consist of components of Toulmin’s argument model. In addition, most of the science teachers who participated in the research stated that they applied ABLS, while some stated that they did not. However, in general, science teachers, teachers who are both practicing and not practicing, find ABSL useful and think that it contributes to the development of students. In addition, it was determined that there is a difference in the teachers opinions regarding in which grade levels ABLS is the most appropriate. Moreover, with regard to the ABSL process, at the beginning of the problems caused by teachers, teachers have shown that they need to be prepared, among the problems caused by the students, teachers have shown that the students being hardliner and that they were not cognitively ready. The teachers also stated that it was difficult to apply ABSL in classrooms with large numbers of students. In addition, problems arose among students due to the negativity resulting from the misrepresentation of the “discussion” culture in social media programs.

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Argumentation , based science learning , science education , phenomenography

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi