The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge

• DOI: 10.1007/s10972-014-9378-z
• Publication Date: 2014-01-31T20:40:57Z
• Authors: Pinar Seda Cetin; Nihal Dogan; Ali Yigit Kutluca
• Keywords: Argument (complex analysis); Scientific Literacy

Research 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 DawsonVMSchibeciRAWest Australian high school students' attitudes towards biotechnology processesJournal Biological Education200338171210.1080/00219266.2003.9655889[Taylor Francis Online], [Web Science ®] , [Google Scholar]) while others do Zohar Nemet Res Sci Teach 39:35–62, 2002 ZoharANemetFFostering skills through dilemmas human geneticsJournal Teaching200239356210.1002/tea.10008[Crossref], Scholar]). This study examined pre-service science teachers' (PSTs) lines argument regarding genetic cloning issues their related content. In research, teachers were divided into groups according to results conceptual understanding test on cloning, categorized as high, middle low achievers. After introducing three socio-scientific scenarios (relating cloning) with intention prompting argumentation, PSTs then participated semi-structured interviews research team. It was revealed that there significant among domain cloning. Explanations for these are discussed light literature reference interviews.