Identification of science teachers' views on scientific argumentation and their scientific argumentation levels

The aim of this research is to determine the level of science teachers' understanding of the components of scientific argumentation (CSA), the teaching models for the teaching of scientific argumentation (TSA), and the level of openness of the scientific argumentation (SA) in their practice. The research has been conducted in two phases. In the first phase, a screening method was used to determine science teachers' level of understanding of CSA, and the teaching models for TSA. The survey process was carried out through semi-structured interviews with 25 science teachers working in Aydın city center who were selected by convenient sampling method. In the second phase, five teachers from among the teachers participating in the first phase were selected with a case study and their classroom practices were observed. As data collection tools; semi-structured interview, observation, student diary, teacher diary and researcher field book were used. In the analysis of the data, descriptive analysis was performed. According to the findings, it was determined that the teachers' understanding levels of CSA and teaching models for TSA were not enough to carry out quality practices based on SA. As a result of the analysis of the observation data, it was determined that one teacher's level of SA openness was ''Guided'', two teachers' level of SA openness was ''Structured'', and the other two teachers' level of SA openness was ''Confirmatory''. It was found that in a SA environment, the teachers continued their practices with a teacher-centered teaching approach, while the students took passive roles during this process. The relationships between the teachers' level of SA openness towards teaching models for TSA and their practices were determined.