Exploring Pre-Service Teachers’ Argumentation Skills, Socioscientific Issues (Ssi) Related Knowledge And Pedagogical Content Knowledge
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Date
2018-09
Authors
Rajeswari Vellu Pillai
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The objectives of this study were to explore the changes in pre-service teachers’
argumentation skills, socio scientific issue (SSI)-related knowledge and pedagogical
content knowledge (PCK) upon progressive exposure to SSI-based projects. This
qualitative study was carried out with sixteen pre-service science teachers from a
Teacher Training Institute in Malaysia. At the time of study, these students were in the
final year of the Bachelor of Teaching Degree Programme. SSI-based projects were
implemented as a component of Science Technology and Society course in five topics
over a period of one semester. Implementation of SSI-based projects is highly relevant
with the context studied as these students will be joining the primary teaching
profession after completing this course. As there is strong evidence that pre-service
teachers have the power to access multiple number of students across different grades
and levels throughout their career, educating these groups of students on SSIs is
imperative. Argumentation skills and the knowledge were explored using open-ended
tests, interviews and observations. PCK was explored using open-ended tests and
interviews. Argumentation skills was analysed using Toulmin’s Argumentation Pattern
and Erduran’s five levels of argumentation skills. Thematic analysis was carried out to
analyse acquired SSI related knowledge and PCK about SSI-based projects.
Triangulation of the findings obtained from all the three measures indicate that the preservice
teachers acquired improved argumentation skills and SSI related knowledge
progressively after experiencing a series of five projects on SSI. The acquired SSI
related knowledge was also in line with the required content knowledge of the STS
curriculum. The study also indicates improved knowledge of PCK about SSI-based projects in three domains which are curriculum, instruction and assessment. As these
skills and knowledge are remarkably important in the 21st century, educating the preservice
teachers on these aspects is inevitable. The findings of this study propose that
SSI-based projects are one of the viable means to do this. The implication of the study
with respect to teacher education with some highlights on the limitations of the study
as well as contributions and suggestions for further research have been provided.
Description
Keywords
Teachers , Teaching, Philosophy