The Quality of Pre-service Science Teachers’ Argumentation: Influence of Content Knowledge

Abstract

Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7–12, 2003 DawsonVMSchibeciRAWest Australian high school students’ attitudes towards biotechnology processesJournal of Biological Education200338171210.1080/00219266.2003.9655889[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35–62, 2002 ZoharANemetFFostering students’ knowledge and argumentation skills through dilemmas in human geneticsJournal of Research in Science Teaching200239356210.1002/tea.10008[Crossref], [Web of Science ®] , [Google Scholar]). This study examined the possible relationship between pre-service science teachers’ (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.

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