ABSTRACT

The purpose of this study was to investigate the development of pre-service chemistry teachers’ (PCTs’) argumentation skills in a laboratory course throughout a semester. A case study design was utilised. A total of six PCTs participated in the study. To investigate the development of PCTs’ argumentation skills, the laboratory reports that were in the form of science writing heuristic and pre and post semi-structured interviews were employed. Results showed that PCTs’ argumentation skills developed over time as they started to generate more powerful arguments which also included deeper conceptual knowledge during the argumentation-based laboratory. The other result of the study revealed that PCTs become successful in explaining chemistry concepts at the sub-microscopic level throughout the course.

摘要

这项研究的目的是在整个学期的实验室课程中研究职前化学老师（PCTs）的论证技能的发展。利用了案例研究设计。共有六个PCT参加了这项研究。为了调查PCTs辩论技巧的发展，采用了以科学写作启发式和半结构化前后的访谈形式的实验室报告。结果表明，PCT的论证技能随着时间的发展而发展，因为它们开始产生更强大的论据，其中还包括在基于论证的实验室中更深入的概念知识。该研究的另一项结果表明，PCT在整个课程中成功地在亚微观层面解释了化学概念。