Analysing the evolution of argumentation quality among pre-service biology teachers amidst the COVID-19 pandemic

• DOI: 10.1080/00219266.2024.2420012
• Publication Date: 2024-11-03T20:05:21Z
• Authors: Oya Aglarci Özdemir; Ferah Özer Aker; Cigdem Han-Tosunoglu
• Keywords: Pandemic; 2019-20 coronavirus outbreak

The COVID-19 pandemic has become one of the most controversial issues in recent years. pandemic's impact on argumentation skills, crucial for science teachers, needs exploration to understand its effects how they evaluate evidence and engage discussions. This study investigated biology pre-service teachers' (PSTs) quality changed over first two months social distancing quarantine. Using qualitative quantitative methodologies, data were collected through semi-structured interviews, Toulmin's Argument Pattern (TAP) was employed arguments. Initially, nearly half participants demonstrated low-level However, during second round a decrease Level 1 2 arguments an increase 3 observed. observed improvements quality, particularly use counterclaims, warrants, rebuttals, underscore role increased familiarity with issue exposure diverse information sources. These findings suggest that real-life contexts, such as pandemic, offer opportunities PSTs develop more sophisticated skills when exposed multiple perspectives ongoing engagement topic. Understanding these changes can inform teaching strategies teacher training programmes, especially global crises. Future research could examine related vaccination variants.