Discussing Socio-Scientific Issues on Twitter: The Quality of Pre-Service Science Teachers’ Arguments

Öztürk, Nurhan; Altan, Esra Bozkurt; Türkoğlu, Ayşe Yenilmez

doi:10.21891/jeseh.798167

Cited by 5 publications

(3 citation statements)

References 38 publications

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“…In the field of education, this issue has been discussed within the scope of socioscientific issues in a limited number of studies. Also, it is noteworthy that these studies were also conducted with Turkish science teacher candidates (Ozturk et al, 2021;Öztürk et al,2018;Türköz & Öztürk, 2019;2020). In contrast to the present study results, the pre-tests of previous studies showed that science teacher candidates mostly did not support the sugar-loading test during pregnancy (Türköz & Öztürk, 2020) or were undecided on this issue (Öztürk & Yenilmez Türkoğlu, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…This result might also be interpreted as there is a need to develop the participants' argumentation level through further studies as in the results regarding consanguineous marriage. In their case study, Ozturk et al (2021) improved the argumentation quality of teacher candidates regarding several socio-scientific issues, including the sugar-loading test during pregnancy, through discussions on Twitter. However, the researchers identified no argument at the highest level according to the framework introduced by Erduran et al (2004) both in the pre-test and post-test.…”

Section: Discussionmentioning

confidence: 99%

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Determination of Argumentation Quality of Science Teacher Candidates in the Context of the Human Reproductive System Subject

Ürek

2024

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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This study aims to determine teacher candidates' written argumentation quality with the help of various socio-scientific issues in the context of the human reproductive system subject. For this reason, a case study was conducted with 24 science teacher candidates studying at a state university in Turkey. Data was collected with a questionnaire involving five open-ended questions. The questions interrogated testing for genetic diseases before marriage, sugar-loading tests during pregnancy, designer babies, surrogacy, and consanguineous marriage. In the data-gathering process, the participants were asked whether they supported the given socio-scientific issue and to provide written arguments for each question. Data were analyzed using the content analysis and the framework introduced by Sadler and Fowler (2006). According to the results, teacher candidates’ support and argumentation levels varied with respect to the issue. The teacher candidates’ arguments dominated in justification with elaborated grounds for the second and fifth issues whereas justification with elaborated grounds and a counter-position level was observed in a higher percentage for the third and fourth issues. For future studies, it is recommended to design an instruction period to develop teacher candidates’ argumentation qualities on the issues addressed in this study paper.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Determination of Argumentation Quality of Science Teacher Candidates in the Context of the Human Reproductive System Subject

Ürek

2024

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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“…Students used the online forum environment as a preliminary preparation for argumentation in the data collection and organization processes throughout the study. Ozturk et al (2021) engaged pre-service teachers in Twitter debates about flu vaccine, homeopathy, sugar loading, chicken consumption, processed/raw milk, and child vaccination. The study's findings revealed that this practice improved pre-service teachers' argumentation skills.…”

Section: Online Argumentation and Climate Change Educationmentioning

confidence: 99%

The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness

Namdar,

Topbas

2024

PEDAGOGICAL RES

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The aim of this study is to increase pre-service science teachers’ awareness of climate change through online argumentation activities. The study prepared pre-service training content based on online argumentation to increase climate change awareness. For the training, activities were prepared based on online argumentation for the sub-dimensions of climate change, which are content knowledge, awareness of the effects of climate change, awareness of personal initiatives, awareness of industrial initiatives, and tendencies towards preventing climate change. Expert opinions were taken about the activities and then they were finalized. Data was collected through an open-ended questionnaire applied as pre- and post-test. 32 pre-service science teachers from 22 different universities across Türkiye participated in the online training. The climate change awareness form was applied before and after the training. Data was analyzed using a content analysis approach. As a result of the study, it was observed that there was a significant difference in the pre-service teachers’ content knowledge of climate change, and they provided more justifications in the sub-dimensions of climate change awareness after the training, and their awareness increased.

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Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers

et al. 2022

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Social media platforms offer many educational possibilities, but they also create challenges associated with their business models. One increasingly relevant challenge, especially in the context of teacher education and schools, is personal data privacy. When considering social media and data privacy in education, taking into account culture-specific aspects in different countries, such as legal frameworks, user attitudes, and cultural values, is uncommon. This cross-sectional study explores the perceptions of pre-service teachers (N = 225) from universities in four countries (Germany, New Zealand, Spain, and the USA) concerning educational and professional social media use, as well as data privacy awareness and practices. Data were collected via a survey and analyzed through descriptive and inferential statistics. Results indicate that along with common belief in social media’s educational potential, data privacy concerns were present, knowledge related to data privacy was lacking, and differences existed between participants from the different universities. We discuss these results in relation to legal frameworks, user attitudes, and cultural values concerning social media data privacy, and consider implications for research, practice, and policy.

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Discussing Socio-Scientific Issues on Twitter: The Quality of Pre-Service Science Teachers’ Arguments

Cited by 5 publications

References 38 publications

Determination of Argumentation Quality of Science Teacher Candidates in the Context of the Human Reproductive System Subject

Determination of Argumentation Quality of Science Teacher Candidates in the Context of the Human Reproductive System Subject

The effect of online argumentation activities workshop on pre-service science teachers’ climate change awareness

Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers

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