Original article | International Journal of Progressive Education 2017, Vol. 13(3) 95-111
pp. 95 - 111 | Manu. Number: ijpe.2017.030
Published online: October 08, 2017 | Number of Views: 517 | Number of Download: 735
Representations are fundamental tools to support argumentation in science learning. However, little is known about how preservice science teachers (PSTs) with different argumentation understandings view and use representations in argumentation. Therefore, the purpose of this case study was to explore the views and practices of PSTs’ use of representations for argumentation purposes. The participants were 6 graduate students enrolled in an argumentation course in a northeastern university in Turkey. Data was collected through videotaped lessons, learners’ artifacts and semi-structured interviews. Video analysis and content analysis were used to investigate research questions. Results indicated that with the increased argumentation understandings PSTs showed a sophisticated understanding of using representations for argumentation. Moreover, with the increased argumentation understanding PSTs a) used representations for multiple purposes during argumentation and b) used visual-graphical representations as rebuttals and counterarguments. Implications include the explicit teaching of the purpose of multiple representations in argumentation, integration of representational and argumentation practices in teacher education programs, and enriching argumentation experiences by providing students with multiple representations.
Keywords: science education; argumentation; multiple representations
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