Promoting the quality of argumentation among future science teachers through the media coverage of the COVID-19 pandemic

This study aims to promote the quality of argumentation among pre-service science teachers (PSTs) through the media coverage of the COVID-19 pandemic. In this context, an intervention plan lasting 13 weeks was designed. News articles related to the COVID-19 global pandemic and PSTs' written arguments were used as an instructional context and assessment tools. 27 pre-service science teachers participated in this study which has been designed as mixed method research. To examine the progress of PSTs' quality of argumentation a pre and post-test was used. Pre- and post-tests include 10 open-ended questions and 1 table. Toulmin's argumentation model constitutes the theoretical framework of this study (Erduran et al., 2004) and it was used to analyze PSTs' argumentation patterns. In order to check reliability, the data were coded by two independent coders. At the end of the research, it was observed that creating an effective and educative intervention model which provides PSTs with enough understanding in argumentation and enables them to increase their argumentation skills. The results revealed that there was a significant difference of PSTs' identification of argument components. Also, pairwise comparisons results indicated that PSTs' written argumentation skills could be enhanced with this designed intervention model. It is considered that findings from this investigation provides science educators develop a science curriculum and be a guide on how news reports of contemporary science issues can be integrated so as to improve science literacy and written argumentation skills. Keywords: argumentation, Toulmin's argumentation model, covid-19 pandemic, science news, preservice science teachers