Özet:

The aim of this study is to investigate the change of pre-service science teachers’ argumentation quality in relation to the context of argumentation. 27 third class pre-service science teachers participated in this study. 12 participants were divided into three groups, each containing 4 participants, according to their nature of science understandings at the beginning of the implementation process, which lasted for 11 weeks. These pre-service science teachers mounted argumentations in relation to the argumentation scenarios like ‘production of electric cars’, ‘cell phones are threatening human life’, and ‘golden rice’ in the process of argumentation. While the qualitative analysis of their argumentations was resolved with the help of a methodological tool; Kruskal Wallis-H test, present in SPSS 20 package, was used in order to determine the statistical significance of the contextual influence on socio-scientific argumentation quality. According to the results of qualitative and quantitative analyses the best quality argumentations were formed within the context of ‘golden rice’ scenario. On the other hand the lowest quality argumentations were formed within the context of ‘cell phones are threatening human life’ scenario. The results of this study were discussed within the context of related literature.

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