AI Summary & Key Takeaways
AI InsightNevertheless the classroom teachers who have participated in OJT activities think that these activities are useful in professional and personal point of view and that they should be repeated at regular intervals.
📌 3 Key Takeaways
Abstract
In recent years, attention has been given to learning of the science language. This has brought together a transformation in science education programs and the implementation of argumentation applications that is a part of this transformation. However adequate training has not been given to teacher son revised 2013 science program in Turkey and on argumentation practices. This situation has constituted the rationale for this case study. In line with the needs analysis a revised science curriculum and on-the-job (OJT) training activity on argumentation has been prepared for classroom teachers. First a pilot application prepared and then the main application have been conducted. At the end of these applications the argumentation skills, opinions on OJT activities and activity preparation based on argumentation skills of teachers have been examined. The findings of this study have revealed that classroom teachers are not adequate in creating the opposite argument of the argumentation components that they have been restrictive, and that they have used the supportive evidence rationale in a limited way in an argumentation activity they have practiced in their classroom. They have been unable to reach the confuting stage. Nevertheless the classroom teachers who have participated in OJT activities think that these activities are useful in professional and personal point of view and that they should be repeated at regular intervals.