Evaluation of current events by social studies teacher candidates with argumentation technique

This study aims to reveal the preservice social studies teachers' abilities in identifying a current event, linking it to social studies and evaluating the current event in an argumentative text. Phenomenology design, i.e. a qualitative research method, was used in the research. In this scope, the research was carried out with the participation of 188 preservice teachers, 99 of them being female and 89 of them being male in their 1st, 2nd, 3rd and 4th year at Akdeniz University Education Faculty in the 2018-2019 academic year. Within the scope of the research, a total of 60 data was analyzed, consisting of 15 data randomly selected from each grade level. As a data collection tool, "Current Event Evaluation Form" was developed by the researcher using Toulmin's (1958) argument model and obtaining experts' opinions. The data obtained from the study group were analyzed through descriptive analysis and Toulmin's (1958) Argument Pattern. When the research results are reviewed in general, it is possible to assert that all preservice social studies teachers in the study group can identify a current event. It was discovered that out of 60 preservice teachers, 46 can link a current event to the social studies lesson. 46 preservice teachers established correlation between a current event and social studies by referring to social studies learning domains. Linking of current events identified by the preservice teachers to social studies lesson showed positive change in favor of the male preservice teachers and according to the variables of grade level and GPA, it also revealed a positive change. Finally, it can be concluded that at all grade levels the preservice teachers were unable to create a quality argument and make evaluations about the current events they identified. Keywords: Social Studies, current event, current event teaching, preservice teacher