The effect of role play-based online discussion activities on preservice science teachers' informal reasoning

The aim of this research is to investigate the informal reasoning of science teacher candidates on genetically modified organisms of online argumentation supported by role playing. Quasi-experimental design with pretest-posttest control group was used. Data of the study was collected in a virtual classroom environment. Data were written arguments on genetically modified organisms. To identify informal reasoning, in the analysis of the data, informal reasoning modes and qualities were examined. ANCOVA was used to identify informal reasoning qualities, while in informal reasoning modes were examined through descriptive analysis. Furthermore, content analysis was used to determine whether the preservice teachers in the experimental group used the informal reasoning mode embedded in the role given in the roles. Findings of the research indicated that activities made a significant difference in the informal reasoning quality of the experimental group. Teacher candidatess most frequently used the health-oriented reasoning mode, and the least ethical-oriented reasoning mode. The number of individuals who use scientific reasoning in both groups has increased over the activities. Some preservice teachers in the experimental group used the informal reasoning mode given to them in the post test. Implications were provided for increasing informal reasoning skills through revising the activies.