Argumentation focused chemistry teaching

The primary objective of this qualitative case study was to examine prospective chemistry teachers? developing understanding of argumentation in science and science education. The context of the study was ?Argumentation Focused Chemistry Teaching? method course. The course was developed by the researcher and its focus was on the characteristics and role of argumentation in science and school science, and implementation of argumentation in secondary school chemistry classrooms. Participants of the study were 23 prospective chemistry teachers who attended this course at Gazi University.Data sources of the study consisted of pre- and post-questionnaires, participants? journals, semi-structured interviews, worksheets, video records of the lessons, and researcher?s journal. Sixteen prospective teachers participated in the interviews. Grounded theory tradition was used for analyzing qualitative data.?Argumentation Focused Chemistry Teaching? course lasted for ten weeks with three hours per week. The course was organized as five sessions:1-Argumentation in Science and Science Education,2-Small Group Discussions in Argumentation,3-Strategies for Implementing Argumentation in Science Education,4-Modeling Argumentation and Supporting Written Argumentation, and5-Evaluating Argumentation.Findings of the study revealed noteworthy development and changes in participants? perspectives toward argumentation in science and school science. After the course, participants tended to view argumentation as a vital element of science and developed more appropriate understandings about argumentation in science. Participants began to view argumentation as an effective way of improving conceptual understanding, understandings about nature of science, positive attitudes towards chemistry and science, and thinking skills among students. It was also observed that, participants were enthusiastic about implementing argumentation in their own classrooms in the future.Keywords: Science Education, Chemistry Education, Teacher Education, Argumentation