The Effect of TPACK-Based Argumentation Training on Understanding About Scientific Knowledge

The global emphasis on technology integration and argumentation in curriculums constituted the origin of this study. In this context, the effect of Technological Pedagogical Content Knowledge (TPACK)-based argumentation training on science teachers’ understanding about scientific knowledge was investigated. A total of 37 science teachers who were selected through purposive sampling across 7 regions of Turkey participated in the training. Data related to participants’ understanding about scientific knowledge were collected through Open-ended Questions towards Scientific Knowledge which consisted of seven open-ended questions in theory ladenness, reliability, justification of knowledge, and creativity factors. At the end of the study, it wasfound that participant teachers’ understanding about scientific knowledge was more on the
importance of scientific thinking despite being unable to have a sound understanding (level 2) before and after the training. However, it was also found that rate of understanding that could not differentiate scientific thoughts and actions from each other (level 1) was decreased while rate of understanding addressing the importance of scientific actions and thoughts besides differentiating them (level 3) was increased after the training. Another finding was that participant teachers developed more in reliability and theory ladenness factors of understanding about scientific knowledge. Detailed analysis showed that teachers’ understanding about scientific knowledge were developed from the first level to second level in justification of knowledge and reliability factors and from the first level to second and third levels in theory ladenness factor but no development occurred in creativity factor. Data for understanding about scientific knowledge were collected through only one qualitative data collection tool. In future studies, various data collection tools may be used for getting rich data on understanding about scientific knowledge. Besides, open-ended worksheets may be used for improving the understanding about scientific knowledge in creativity factor.

Cite this article as: Ünal Çoban, G., Kocagül, M., Büber, A., & Özcan, E. (2022). The effect of TPACK-based argumentation training on understanding about scientific knowledge. Educational Academic Research, 47, 11-25.