Akademik Veri Yönetim Sistemi
International Journal of Instruction, cilt.10, sa.1, ss.151-168, 2017 (Scopus)
Today argumentation is widely emphasized in the policy documents in Europe, and the US. Once we look at the literature in the last two decades, many studies noted students' challenges in this process. On the other side of the coin, we see in-service teachers with problems to support this process. Unfortunately, very few studies focused on this issue by studying pre-service teachers. By using Facebook groups as a discussion tool, this study focuses on supporting pre-service teachers when engaging in argumentation. Before starting the course none of pre-service teachers (N=58) could design an activity that includes justifying the evidence (reasoning). During the course, 12 groups made presentations and other groups critiqued these presentations. Once the instructor publicly started making comments in the Facebook page to discuss which groups are performing better, the level of critique in student responses started including more details about argumentation. This positive change supported almost all students in designing activities that focus on using evidence and connecting to reasoning at the end of the course.