An Examination of Pre-Service Science Teachers’ Written Arguments and Attitudes Towards Socio-Scientific Issues In The Jigsaw-Supported Argumentation Process
Özet
This study examined the effect of a jigsaw-supported argumentation process on the attitudes of pre-service science teachers toward socioscientific issues (SSI) and their skills in constructing written arguments. A mixed-methods research design was employed; a quasi-experimental pre-test/post-test design was used for the quantitative component, while the qualitative component involved using written arguments to support the quantitative data. The participants consisted of third-year pre-service science teachers enrolled in the science education program at a public university. Two distinct intervention groups were established: one implemented the cooperative jigsaw method (JG, n=34), while the other integrated argumentation into the cooperative jigsaw technique (JAG, n=28). Data were collected using the Attitude Scale toward Socioscientific Issues (ATSIS) and written arguments. Data analysis involved paired and independent samples t-tests as well as content analysis. Comparisons between groups revealed no significant difference regarding attitudes toward SSI; however, within-group comparisons showed that both experimental groups demonstrated a significant improvement in their attitudes by the end of the intervention. Furthermore, the analysis of written arguments indicated an improvement in the ability to construct high-quality arguments throughout the process.
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