Abstract:

In this study, it was aimed to determine argumentation processes used by chemistry teachers and pre-service chemistry teachers in their lessons. Four chemistry and pre-service chemistry teachers were chosen to attend the study with the easily accessible state sampling technique which is one of the intentional sampling techniques. The study was conducted based on qualitative research method. A workshop program was carried out to teach the participants how to perform argumentation-based lessons in chemistry classes. Chemistry lessons taught by the participants were both recorded by a video camera and observed by one of the researchers. In order to observe which argumentation processes were used by participants in these lessons, the observation form, called as “coding of Argumentation processes” and developed by Simon, Erduran and Osborne (2006) was used. As a result of the descriptive analysis, which processes the participants used and how they encouraged students to include in argumentation processes were determined. According to the findings, it was concluded that participants exhibited more behaviors related to processes such as "Knowing the definition of Argument", "Talking and Listening" and “Justifying with Evidence” in their lessons but they didn’t show any behaviors related to the processes such as “Encouraging Debate through Role Play” and “Reflecting on Argumentation Process”

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