Investigation of the effect of technology- supported science writing heuristic approach on pre-service science teachers' written argumentation, multiple representation and reasoning

This study aims to examine the development of written arguments, multiple representations, and reasoning of science teacher candidates in learning environments based on the Argumentation-Based Science Learning approach within the scope of three different learning environments (traditional laboratory, virtual laboratory, and a combination of virtual and traditional laboratory). A nested single case design was used in the study. The sample of the study consists of 20 first-year science teacher candidates. A total of 262 laboratory reports prepared by the teacher candidates in accordance with the Argumentation-Based Science Learning approach were used as data collection tools. The laboratory reports were analyzed in three different ways: argument quality, multiple representations, and reasoning, using rubrics, and the holistic scores obtained from the analyses were subjected to SPSS analysis. As a result of the study, it was observed that there was a significant increase in the development of arguments, multiple representations, and reasoning over time in learning environments where virtual laboratories and a combination of virtual and traditional laboratories were used. It was found that learning environments where virtual and traditional laboratories were used together had a significant effect on the improvement of written arguments, multiple representations, and reasoning, and that there was a positive significant relationship between arguments, multiple representations, and reasoning in all three learning environments. Based on the results obtained, it is recommended that learning environments where virtual and traditional laboratories are used together be preferred at different course and class levels, and that writing activities for learning purposes be included in Argumentation-Based Science Learning environments, providing opportunities for students to negotiate in small and large groups.