Abstract:

The aim of this study was to determine science teachers’ views about argumentation-based science lessons. 6 science teachers, work in middle schools at the city center of Aydın, were chosen via the typical case sampling technique, as a purposeful sampling technique. Before argumentation based lesson implementations in middle schools, science teachers attended to pre-service education program about how teachers integrate argumentation in their science lessons. Semi-structured interviews realized with participants who successfully completed this education program and perform argumentation based science lessons in their school. The findings of the interview data pointed that teacher did not know the meaning of argument before attending this study, took a long time to prepare argumentation based lessons but this lessons was enjoyable in practicum. They stated that it is hard to teach students about evidence and justification of argumentation but students attend lessons actively. Teachers explained that they selected type of activity according to topics given in science lessons but they did not implemented argumentation based lesson except for argumentation based activities used in study. Junior teachers take attention to teach students argumentation based activities and inquiry based science lessons in order to improve inquiry skills.

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