Examining pre service science teachers argumentation self efficacy beliefs with respect to some variables

With the advancement of science and technology, various changes have occasionally been needed in the field of education, as in all areas. In 2013, the Ministry of National Education in our country updated the educational programs and adopted an inquiry-based learning strategy by renewing the curricula. Upon examining the renewed program, it is seen that the concept of argumentation has been integrated into the curriculum. Additionally, it is observed that the new skill-based curriculum published in 2024 also includes argumentation. Teachers play a significant role in the implementation of argumentation in classes. They are expected to plan lessons that aim to bring out students' creative thinking by acting as guides. Accordingly, this study aims to examine the self-efficacy beliefs of pre-service science teachers regarding argumentation based on various variables (gender, grade level, university, the status of taking a course on argumentation, and the status of teaching a science lesson based on argumentation). In this study, the survey research method, which is one of the quantitative research methods, was used, and a total of 395 pre-service teachers, including 353 women and 42 men, studying at 5 different universities in Turkey, participated. As a result of this study, when comparing the self-efficacy beliefs of pre-service science teachers based on gender, it was concluded that males have higher self-efficacy and feel more competent in argumentation compared to females. When the data related to grade level were examined, it was found that self-efficacy towards argumentation increased with the grade level in all three sub-dimensions. Finally, the situations of taking a course on argumentation and teaching a science lesson based on argumentation were examined, and it was concluded that both taking a course and teaching a lesson increased self-efficacy in argumentation. The findings were compared with the literature and discussed, and recommendations were made based on these findings.