The effect of scientific scenarios on preservice science teachers' self-efficacy beliefs about argumentation method

In this study, it was investigated whether scientific scenarios make a significant difference in the pre-service science teachers' self-efficacy beliefs towards argumentation and the development of pre-service teachers' skills of using argumentation components was investigated during the research. In the study, the pre-test – post-test single-group trial model and mixed research design in which qualitative analysis techniques are used together were applied. The research was carried out with 36 pre-service science teachers in the study group who took the elective course of Experiment Design and Applications in Chemistry in the spring semester of the 2018-2019 academic year. During the study, pre-service teachers were subjected to applied training to learn about argumentation, to design an Argumentation-Based Scientific Scenario (ABSS) and to design an integrated argument question. Immediately after the education process, real applications were made by the candidates with secondary school students, provided that they adhere to the sample implementation steps. Argumentation Self-Efficacy Scale (ASES) developed by Ogan-Bekiroglu and Aydeniz (2013) and the Opinion Survey for Argumentation (OSFA) prepared by the researcher it was applied as a pre-test before the research and a post-test after the research to determine the effect of scientific scenarios on pre-service science teachers' self-efficacy beliefs about argumentation. Besides, semi- structured interviews were conducted at the end of the study to examine and clarify the opinions of the teacher candidates about ABSS in line with the experiences they gained during the process. Quantitative data were analyzed with the SPSS 15.0 package program at a significance level of 0,05 using the t-test for dependent samples. According to the research results it was observed that there was an increase in pre-service teachers' self-efficacy beliefs about the argumentation method with ABSS applications due to statistically significant differences between scale sub-dimensions and general t-test pre-test and post-test results for dependent samples (p<0,05 ). Qualitative data were subjected to content analysis based on thematic coding. In the qualitative dimension, the effect of science teacher candidates' thoughts about argumentation on their self-efficacy beliefs with ABSS application was investigated and the results of the questionnaire and semi-structured interviews were analyzed separately and evaluated together in terms of ensuring semantic integrity. It has been determined that the ABSS application has many different effects that does not contain any situation but, that encouraging development intended for the future on teacher candidates' self-efficacy beliefs about argumentation, except positive/negative.