The effect of argumentation-based teaching activities developed on local socioscientific issues on socioscientific reasoning ability: Kizilirmak delta

The aim of this study is to design argumentation-based local socioscientific learning activities for the Kızılırmak Delta and to examine the effects of these activities on pre-service science teachers' socioscientific reasoning skills. In addition, the study also aims to determine the views of pre-service science teachers on the implementation of argumentation-based local SBK learning activities. 20 pre-service science teachers participated in the study in which Design-Based Research (DBR) method was used. In the process of designing argumentation-based local socioscientific learning activities for the Kızılırmak Delta, firstly, both national and international literature on local socioscientific issues were analysed. In the second stage, a field trip was made to the Kızılırmak Delta and as a result of the activities carried out there (field observation, interviews with local stakeholders, scanning local news sources, etc.), local socioscientific issue contexts and a framework plan to guide the learning activities were created. Afterwards, argumentation-based socioscientific learning activities were designed by taking into account the local contexts identified. The data of the study were collected using the Socioscientific Reasoning Ability Scale and Application Evaluation Form. In the last stage, argumentation-based local socioscientific learning activities were implemented and their effects on pre-service science teachers' socioscientific reasoning abilities were analysed. In addition, the opinions of the pre-service science teachers were determined through the implementation evaluation form. The data obtained from the Socioscientific Reasoning Ability Scale were analysed using descriptive statistics and the data obtained from the Application Evaluation Forum were analysed in detail using MAXQDA software. As a result of the study, although there was a slight increase in pre-service science teachers' socioscientific reasoning skills after the implementation, it was determined that their socioscientific reasoning skills were at a low level. It was determined that the implementation of argumentation-based local SBK learning activities in science learning environment improved pre-service science teachers' skills such as considering different perspectives, problem solving, research, decision making, critical thinking, questioning, taking responsibility and communicating. In addition, it was found that pre-service teachers had difficulty in managing the discussion when they had to defend roles that contradicted their own views. In addition, it is predicted that the pre-service teachers who stated that the research time was not sufficient and that they needed additional information/sources in learning activities did not conduct sufficient/reliable source research and did not know how to use scientific resources. In line with the results obtained from the study, some suggestions for teaching local socioscientific issues were presented.