Determination of applying levels of argumentation process and awareness of argumentation by science teachers in classes

Aim of this research is determining in which level science teachers use argumentation in classroom environment and their awareness about argumentation. In this research qualitative case study is used. This study has been carried out within 2014 – 2015 academic year in a province in Aegean Region with a participating group that consists of 6 volunteer science teachers, two of them from urban area, the other two from a district and the last two teachers from rural area. The class observation form which is consisted of 24 items used for determining teachers' using argumentation and the 13 item interviewing form for argumentation, these two forms are developed on the scope of the study are the data collection tools of this research. In the research each teacher is observed for 8 hours, 48 hours in total. At the end of the research it is seen that science teachers do not generally use argumentation in common. There is no connection between this situation and the area which is the school located. It is observed that teachers' experience does not make any real difference in applying argumentation. In the light of the interviews it is seen that most of the teachers do not have any real awareness about argumentation, the concepts in argumentation and the activities used in argumentation. Key Words: Science education, Argumentation, Science teacher