Prospective teachers' written argumentation levels about socio-scientific topics

Abstract

Argumentation is a process that involves finding solutions to real-life problems by obtaining and analyzing valid, reliable data and using reasoning and supporting it to reach conclusions. Students are expected to demonstrate the capacity to use arguments, data, justifications, and rebuttals and to participate actively in the argumentation process. Socio-scientific issues are suitable topics for expressing opinions. Arguments can be expressed in writing or verbally. In this study, it was aimed to examine the written argumentation levels of 143 pre-service teachers on healthy nutrition, organ transplantation, organic agriculture, and vaccine hesitancy. Four scenarios with related questions were designed by the researchers. These were applied to the teacher candidates who voluntarily participated in the research with the easily accessible sampling model. Written responses were analyzed by different experts according to the argumentation levels as suggested by the relevant literature. The results of the analysis showed that the pre-service teachers' levels of expressing their own views were moderate and above, while the levels of expressing counterarguments in writing, refuting and justifying their claims were low. It shows that pre-service teachers' competencies in critical thinking skills should be developed.