NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1114293
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1306-3065
Contents Exploring the Preservice Science Teachers' Written Argumentation Skills: The Global Climate Change Issue
Karisan, Dilek; Topcu, Mustafa S.
International Journal of Environmental and Science Education, v11 n6 p1347-1363 2016
The pedagogical methods and techniques used in teacher training programs are important tools to graduate qualified teachers. Argumentation, which is known as evidence based scientific discussions, is one of the most widely used tools in national and international literature. The aim of the present study is to explore the quality of Preservice Science Teachers (PSTs) scientific reports those were written by using online course documents regarding the climate change issue. The qualitative research method guided the present study. The effects of climate change on the Earth were explored in four sub-dimensions which are; glacier melting, drought, disasters and immigrations, endangered species. In order to examine the PST's nature of written argumentation, a rubric, developed by Kelly, Regev, and Prothero (2007), was used. The results of this study indicate that, PSTs' written argumentation tends to improve. The current study provides an initial picture of the argumentation writing practices of PSTs.
LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A