The effect of socioscientific argumentation training on pre-service science teachers’ knowledge of and willingness to act on climate change
Makaleler > Tam Makale · 2025
Yazarlar: Bahadır NAMDAR, Sinem Toraman, Sultan Adam
Research in Science & Technological Education, SSCI İndekslerine Giren Dergi, Uluslararası, Wos, 2025, cilt 1, ss 1-28
DOI: 10.1080/02635143.2025.2603296
Özet
Background Climate change is a complex socioscientific issue that requires not only effective utilization of content knowledge but also engaging in evidence-based and moral reasoning. Despite its urgency, research indicates that preservice teachers often demonstrate limited knowledge and low willingness to take action. Argumentation-based teaching and learning on socioscientific issues has been identified as a promising approach to enhance content knowledge and willingness to act by supporting reasoning and action competence.Purpose The purpose of this study was to investigate the effect of socioscientific argumentation training on preservice science teachers’ knowledge and willingness to act on climate change.Sample The sample consisted of 22 preservice science teachers from 12 different universities across Türkiye, who participated in a 4-day online training program and completed the data collection instruments before and after the intervention.Design and Methods A one–group pre-test–posttest design was used. Data were collected using a questionnaire that included four questions on climate change content knowledge, six questions on participants’ willingness to act, measured on a self-reported 1–5 Likert scale, and open-ended questions asking participants to justify their reasoning.Results A significant difference was found between pre-test and post-test scores, with higher ranks favoring the post-test. The results also indicated that participants’ self-reported willingness to act on the issue increased after the online training. Preservice teachers showed a high level of willingness on the pre-test, but they were unable to explain their reasons. They provided evidence to support their willingness rating in the post-test.Conclusion The findings highlight that socioscientific argumentation was a powerful tool for increasing preservice teachers’ content knowledge and willingness to act on climate change. The process was also effective in enabling preservice teachers to provide evidence-based reasoning in their justifications for their choices regarding willingness to take action.