Determining the Argument Quality of Pre-service Science Teachers Regarding to Socio-scientific Issues: YouTube as a Source of Argumentation

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dc.contributor.authorTürköz, Gizem
dc.contributor.authorÖztürk, Nurhan
dc.date.accessioned2025-03-23T19:17:18Z
dc.date.available2025-03-23T19:17:18Z
dc.date.issued2019
dc.departmentSinop Üniversitesi
dc.description.abstractThe aim of this study was to examine the quality of the written argument of pre-service science teachers on certain socio-scientific issues (SSI) and their opinions about the process of something. The study group consisted of 26 pre-service science teachers (18 females and 8 males) studying in their 3rd year of a state university. The purposeful sampling method was used for the study. In the study, a case study pattern was adopted from qualitative research designs. The study was instructed with the YouTube social media supported classroom discussion process. The data sources of the study consisted of sugar loading in pregnancy, raw/loose milk, and processed/pasteurized milk, written arguments for the SSI of the nuclear power plant, pre-service science teachers' journals, researcher notes, and semi-structured focus group interviews. The data obtained in the study were analyzed based on descriptive and content analysis techniques. The results of the study indicated that the quality of argument increased significantly during the implementation of something when the written arguments of pre-service science teachers were examined after class discussion. In the evaluation of the research process, it was determined that pre-service teachers' awareness of the SSI and the YouTube supported classroom discussion process contributed positively to life skills and science process skills such as decision-making, hypothesis building, discussion, and analytical thinking. © 2019 International Council of Associations for Science Education (ICASE).
dc.identifier.doi10.33828/sei.v30.i4.9
dc.identifier.endpage328
dc.identifier.issn2077-2327
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85151164406
dc.identifier.scopusqualityQ3
dc.identifier.startpage319
dc.identifier.urihttps://doi.org/10.33828/sei.v30.i4.9
dc.identifier.urihttps://hdl.handle.net/11486/4299
dc.identifier.volume30
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherInternational Council of Associations for Science Education (ICASE)
dc.relation.ispartofScience Education International
dc.relation.publicationcategoryDiğer
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250323
dc.subjectargumentation
dc.subjectpre-service science teachers
dc.subjectsocio-scientific issues
dc.subjectYouTube
dc.titleDetermining the Argument Quality of Pre-service Science Teachers Regarding to Socio-scientific Issues: YouTube as a Source of Argumentation
dc.typeReview

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