An investigation of the barriers encountered by science teachers using e-argumentation software

The aim of this thesis is to determine the primary and secondary barriers encountered by science teachers who use E-Argumentation software in their lessons. This thesis was supported by TUBITAK 1001 Project (219K028). Within the scope of this project, E-Argumentation software, an innovative and interactive software for argumentation, was developed. The study group of the research consisted of 12 science teachers who voluntarily applied the E-Argumentation software in their lessons in the Central District of Bolu province in the 2021-2022 academic year. Qualitative research method was preferred in accordance with the purpose of the study. In the study, a semi-structured interview form consisting of 9 questions was prepared and interviews were conducted with teachers who applied E-Argumentation software in their lessons. The interviews were then transferred to written media and analyzed by content analysis method. Themes, categories and codes were obtained from the research data. According to the findings obtained within the scope of the research, when the primary barriers faced by the teachers are examined; the technological infrastructure of the institutions is inadequate, so it is difficult for teachers to apply this software on their own, there are places that need to be developed in the software, classroom management becomes difficult while doing such activities, course hours are insufficient for such an application, it is not possible to catch up with the curriculum when the software is used regularly. In terms of secondary barriers, it was revealed that teachers were accustomed to the traditional teaching method, had concerns about using a new teaching method, and had low readiness for technology and argumentation. The results obtained from the study were discussed in the light of the literature and various suggestions were made.