Examining the development of pre-service science teachers' multiple levels of representation and multi-model repsentations in written arguments

This study investigated the development of preservice science teachers' multiple levels of representation and multi-model representations in their written arguments. Qualitative research approach was used, and document analysis was done in the study. The participations of the study consisted of 9 pre-service science teachers (PSTs) enrolled in a university located in the center region of Anatolia. PSTs were implemented 20 experiments using the Science Writing Heuristic (SWH) approach in General Chemistry-I and II courses. The implementations were completed in 28 weeks. PSTs' 180 SWH laboratory reports were used as data instrument. Gathered data were examined in terms of the quality of arguments, multiple levels of representations and multi-model representations. In this context, descriptive and content analysis were done. Whilst PSTs' written arguments were analyzed using analytical and holistic arguments, multiple levels of representations were analyzed considering the macroscopic, microscopic, symbolic and algebraic levels. While analyzing these representations the type, number, connectedness and in which part of the written arguments PSTs used these representations were taken into account. The results showed that PSTs' holistic argument and multiple levels of representations increased over time, they showed parallel patterns and were intertwined. PSTs were selective in terms of representations that they used. The results also showed that the formula and figures and the macroscopic and symbolic levels of representations played an important role in PSTs' written arguments. Symbolic level was a bridge among the macroscopic, microscopic and algebraic levels of representation. PSTs should be provided with writing and talking opportunities when they construct and critic their arguments. To develop representational competency, PSTs should be encouraged to generate reflect and use these representations as evidence while they support their knowledge claims.