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ERIC Number: EJ1159876
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1554-5210
A Case Study of Preservice Science Teachers with Different Argumentation Understandings: Their Views and Practices of Using Representations in Argumentation
Namdar, Bahadir
International Journal of Progressive Education, v13 n3 p95-111 2017
Representations are fundamental tools to support argumentation in science learning. However, little is known about how preservice science teachers (PSTs) with different argumentation understandings view and use representations in argumentation. Therefore, the purpose of this case study was to explore the views and practices of PSTs' use of representations for argumentation purposes. The participants were six graduate students enrolled in an argumentation course in a northeastern university in Turkey. Data was collected through videotaped lessons, the PSTs' artifacts and semi-structured interviews. Video analysis and content analysis were used to investigate research questions. Results indicated that with the increased argumentation understandings the PSTs showed a sophisticated understanding of using representations for argumentation. Moreover, with the increased argumentation understanding the PSTs used representations for multiple purposes during argumentation and used visual-graphical representations as rebuttals and counterarguments. Implications include the explicit teaching of the purpose of multiple representations in argumentation, integration of representational and argumentation practices in teacher education programs, and enriching argumentation experiences by providing learners with multiple representations.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A