ABSTRACT

The aim of this mixed-method study is twofold: The first aim concerns pre-service science teachers' (PSTs) perceptions about what makes an argument persuasive. At the first phase, an in-depth analysis of their views about persuasiveness of different quality level arguments in three socioscientific contexts which were global climate change, base stations, and hydro-electric power plants was conducted. For this purpose, 91 PSTs were enrolled by filling a questionnaire including ill-structured arguments with missing elements such as claim, data, warrant, backing, and rebuttal or irrational connections among these elements. The second aim examines how explicit formal argumentation instruction contributes to the improvement of PSTs' views about persuasiveness of an argument and their provided criteria about persuasive argument. At the second phase, argumentation instruction was conducted with 15 PSTs out of 91; the PSTs were interviewed before and after the instruction to find out the changes in their perceptions about persuasiveness of an argument. The findings from the first phase revealed that the PSTs evaluate persuasiveness of the socioscientific arguments regarding five different characteristics such as ‘elements of argument', ‘content of argument', ‘rhetoric of argument', ‘characteristics of arguer', and ‘argumentative relationship with SSI'. The findings from the second phase revealed that explicit instruction improved PSTs’ awareness about argument elements that should be in a persuasive argument, and that while PSTs were merely able to imply before instruction, yet the PSTs were more able to explain in an explicit way that all elements should be used in a persuasive argument after explicit instruction.

摘要

这种混合方法研究的目的有两个：第一个目的涉及职前科学教师 (PST) 对什么使论证具有说服力的看法。在第一阶段，深入分析了他们对全球气候变化、基站和水力发电厂三个社会科学背景下不同质量水平论点的说服力的看法。为此，91 名 PST 通过填写一份调查问卷进行了登记，该调查问卷包括结构不良的论点，缺少一些要素，例如索赔、数据、保证、支持以及这些要素之间的反驳或非理性联系。第二个目标检查明确的正式论证教学如何有助于改善 PST 对论证说服力的看法以及他们提供的有关说服论证的标准。第二阶段进行论证教学，91题中有15题；PST 在接受指导之前和之后接受了采访，以找出他们对论点说服力的看法的变化。第一阶段的调查结果显示，PST 评估社会科学论点的说服力，涉及五个不同的特征，例如“论点的要素”、“论点的内容”、“论点的修辞”、“论点的特征”和“论据关系”。与 SSI'。第二阶段的研究结果表明，明确的教学提高了 PST 对说服性论证中应该包含的论证要素的认识，虽然 PST 只能在教学前暗示，