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Download full textCapkinoglu, Esra; Leblebicioglu, Gulsen; Peten, Duygu Metin; Cetin, Pinar Seda – International Journal of Progressive Education, 2022
This study investigated the impact of peer review on developing pre-service science teachers' (PSTs) written arguments about socioscientific issues related to chemistry. In the study, a quasi-experimental design was used with experimental (32 PSTs) and comparison class (33 PSTs). The participants were PSTs who were juniors in a public university…
Descriptors: Peer Evaluation, Preservice Teachers, Science Teachers, Written Language
Direct linkCapkinoglu, Esra; Cetin, Pinar Seda; Metin Peten, Duygu – International Journal of Science Education, 2021
The aim of this mixed-method study is twofold: The first aim concerns pre-service science teachers' (PSTs) perceptions about what makes an argument persuasive. At the first phase, an in-depth analysis of their views about persuasiveness of different quality level arguments in three socioscientific contexts which were global climate change, base…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Education, Science and Society
Cetin, Pinar Seda; Metin, Duygu; Capkinoglu, Esra; Leblebicioglu, Gulsen – Science Education International, 2016
Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…
Descriptors: Foreign Countries, Science Curriculum, Persuasive Discourse, Elementary School Science
