International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 259-277

The Impact of Peer Review on Pre-Service Science Teachers’ Written Arguments about Socioscientific Issues Related to Chemistry

Esra Capkinoglu, Gulsen Leblebicioglu, Duygu Metin Peten & Pinar Seda Cetin

pp. 259 - 277   |  DOI: https://doi.org/10.29329/ijpe.2022.439.17   |  Manu. Number: MANU-2104-23-0002.R1

Published online: June 01, 2022  |   Number of Views: 28  |  Number of Download: 115


Abstract

This study investigated the impact of peer review on developing pre-service science teachers’ (PSTs) written arguments about socioscientific issues related to chemistry. In the study, a quasi-experimental design was used with experimental (32 PSTs) and comparison class (33 PSTs). The participants were PSTs who were juniors in a public university in Turkey. Argumentation procedure for each group was conducted by the same instructor identically except peer review of written arguments in the experimental class. Toulmin’s (1958) argument pattern was used for coding the arguments, and argumentation levels were determined by the levels proposed by Venville and Dawson (2010). Results indicated that the experimental class generated more Level 3 and Level 4 argumentation comprises more complex arguments than the comparison class. In both groups, more complex arguments were generated in the contexts of the use of medicine and home chemicals whereas less complex arguments were generated in the context of chemical additives in food. The conclusions and implications for science educators and researchers were discussed.

Keywords: Peer Feedback, Peer Review, Pre-Service Science Teachers, Socioscientific Issues in Chemistry, Written Argument


How to Cite this Article?

APA 6th edition
Capkinoglu, E., Leblebicioglu, G., Peten, D.M. & Cetin, P.S. (2022). The Impact of Peer Review on Pre-Service Science Teachers’ Written Arguments about Socioscientific Issues Related to Chemistry . International Journal of Progressive Education, 18(3), 259-277. doi: 10.29329/ijpe.2022.439.17

Harvard
Capkinoglu, E., Leblebicioglu, G., Peten, D. and Cetin, P. (2022). The Impact of Peer Review on Pre-Service Science Teachers’ Written Arguments about Socioscientific Issues Related to Chemistry . International Journal of Progressive Education, 18(3), pp. 259-277.

Chicago 16th edition
Capkinoglu, Esra, Gulsen Leblebicioglu, Duygu Metin Peten and Pinar Seda Cetin (2022). "The Impact of Peer Review on Pre-Service Science Teachers’ Written Arguments about Socioscientific Issues Related to Chemistry ". International Journal of Progressive Education 18 (3):259-277. doi:10.29329/ijpe.2022.439.17.

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