Studying Argumentation Writing Skills of Science Teacher Candidates on Covid-19 Pandemic and Their Opinions Regarding the Vaccine as a Socio-Scientific Issue

Oct 15, 2026

The study examines science teacher candidates’ argumentation writing skills in the context of the Covid-19 pandemic as a socio-scientific issue, and analyzes their opinions regarding Covid-19 vaccines. Using a mixed-method case study, data were collected from 33 second-grade teacher candidates through a Written Argumentation Form and a vaccine Interview Form with two open-ended questions. Argumentation Assessment Rubric guided argumentation evaluation; opinions were analyzed via content analysis. Results show strength in constructing argument and result argument, but limited ability to refute counterclaims, alongside vaccine hesitations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Introduction

Socio-scientific issues and science education

Covid-19 pandemic as a socio-scientific context

Studying Argumentation Writing Skills of Science Teacher Candidates on Covid-19 Pandemic and Their Opinions Regarding the Vaccine as a Socio-Scientific Issue Çiğdem ÇAKIR ŞIK1 Marmara University Elif BENZER2 Marmara University Sarvinaz SAPAROVA3 Marmara University Abstract To see the reflections of scientific literacy in individuals’ daily life manners is one of the most significant objectives of science education. In this context, it is thought that science teacher candidates are required to have the skills of socio-scientific issues and writing arguments on those subjects. Thus, the purpose of this study was to assess science teacher candidates’ skills of writing argumentation on Covid-19 pandemic, which is a socio-scientific issue, and discuss their opinions on Covid-19 vaccine. The research was designed by using mixed method case study. The study group of the research consisted of 33 teacher candidates who were second grade students enrolled in the department of science teaching in a state university in Istanbul. The data in this study were gathered via “Written Argumentation Form”in accordance with argumentation writing components of Cope et al. (2013) . For the opinions of teacher candidates on Covid-19 vaccine,“Interview Form” including two open-end questions was used. In data analysis, Argumentation Assessment Rubric (AAR) was used for argumentation and for opinions related to the vaccine, content analysis was applied. At the end of the research, it was found out that the teachers were successful in terms of creating “argument” and “result argument” while writing argumentation of which subject is socio-scientific, however they could not refute the counter claims adequately. Even though the teacher candidates approached Covid-19 pandemic scientifically in the arguments, it was found out that they had hesitations about how to behave in Covid-19 pandemic considering their opinions on vaccines. Although the teacher candidates thought that it was a real pandemic and follow vaccine studies closely, vast majority stated that they did not want to be vaccinated or they were undecided about it. It is recommended to examine thoroughly the fact that even though the vast majority of the teacher candidates thought pandemic was real, they had different opinions on vaccines. Keywords: Science education, socio-scientific issues, argumentation, Covid-19 pandemic. DOI: 10.29329/epasr.2023 .631.10 Submitted: 09 April 2023 Accepted: 05 August 2023 Published: 30 December 2023 1 MA Student Marmara Üniversity Educational Science Enstitute, Istanbul, Turkey, ORCID: 0000-0003-1771- 9727, E-mail: [crocus_88@hotmail.com](crocus_88@hotmail.com) 2 Assoc. Prof, Faculty of Education, Marmara University, Istanbul, Turkey, ORCID: 0000-0002-2518-768X, Email: [elif.benzer@marmara.edu.tr](elif.benzer@marmara.edu.tr) 3 MA Student Marmara Üniversity Educational Science Enstitute, Istanbul, Turkey, ORCID: 0009-0002-2501- 3214, [E-mail:](E-mail: naz155013@gmail.com)[ ](E-mail: naz155013@gmail.com)[naz155013@gmail.com](E-mail: naz155013@gmail.com) Introduction While the beginning of the 21st century marked various advancements in science and technology, the reflections of science in technology also has improved the life quality of human beings. Then, how much have people appreciated science for that or questioned the improvements? Science always has a significant impact on societies. But to what extend have human beings discussed the significance of science? Generally this impact has been of interest to a few intellectual people engaged in science or interested in scientific developments. Novel coronavirus which was declared a pandemic in the beginnings of 2020 has altered some certain habits of societies such as following and questioning scientific developments and doing an act in the light of those developments. Covid-19 pandemic has clearly manifested that science was a part of our daily lives. People put some subjects

FAQs

What was the purpose of the study on teacher candidates’ writing?

To assess science teacher candidates’ argumentation writing skills about the Covid-19 pandemic as a socio-scientific issue and to discuss their opinions regarding Covid-19 vaccines.

How were the teacher candidates’ argumentation skills and vaccine opinions evaluated?

Argumentation was assessed using a Written Argumentation Form and an Argumentation Assessment Rubric (AAR). Vaccine opinions were gathered with an Interview Form containing two open-end questions and analyzed using content analysis.

What strengths and limitations were found in the teacher candidates’ arguments?

They were successful at creating “argument” and “result argument” related to socio-scientific topics, but they could not refute counterclaims adequately.

What did the teacher candidates think about the reality of the pandemic and vaccination?

Although most candidates considered the pandemic real and followed vaccine studies, a vast majority stated they did not want to be vaccinated or were undecided.

Oct 15, 2026

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