@article{2015,title={EXPLORATION OF PRESERVICE SCIENCE TEACHERS’ WRITTEN ARGUMENTATION SKILLS IN A LABORATORY COURSE: A TOULMIN-BASED ANALYSIS},abstractNode={The aim of this study was to explore Preservice Science Teachers’ (PSTs) written argumentation skills and to explore what the nature of argumentation patterns presented by PSTs in response to the different experimental contexts. The participants of the study were fifty PSTs (66% female) from the department of elementary science teacher education program at a large university in Turkey. The instruction continued in the laboratory course, which is a required course in the science teacher education program in Turkey. Data sources for this study consisted of students’ laboratory reports written during lab sessions during a twelve week period. Data was analyzed by using the TAP framework, Toulmin (1958). This study provides an initial picture of the argumentation writing practices of PSTs engaged in elementary science laboratory experiments. The notable finding of this study was that, while PSTs frequently used data to support their claims, they rarely used rebuttals to refute counter claims.},author={Dilek KARIŞAN},year={2015},journal={The Journal of International Educational Sciences}}