Investigating Pre-service Science Teachers' Argumentation Skills Through Place-Based SSI Instruction in Mining Environment

Abstract

The aim of this study was twofold: First, we aimed to explore the effectiveness of place-based SSI instruction on pre-service science teachers’ argumentation skills. Second, we aimed to explore how their initial ideas about constructing and operating a gold mine changed after participating in a five-week place-based SSI instruction including a gold mine field trip. The study was designed as a quasi-experimental one-group pretest-posttest design. The participants were 15 senior pre-service science teachers. The data were collected from students’ written reports about their decisions in constructing and operating a gold mine. Semi-structured interviews were conducted with five participants to get more in-depth insight into their written reports. The results revealed that the number of participants who disapproved of constructing and operating a gold mine where they live significantly increased after the instruction. Moreover, their reasoning quality including counterarguments and rebuttals was increased prominently. Place-based SSI instruction has the potential to develop participants’ argumentation skills as well as their sensitivity to environmental socioscientific issues.