The Relationship between Argumentation Skills and Cognitive Flexibility of PreService Science Teachers - Article

Oct 15, 2026

Uploaded by Aran

The study investigates the relationship between pre-service science teachers’ argumentation skills and their cognitive flexibility levels. An argumentation-based science laboratory application was implemented for four weeks with first-year science teaching students. The arguments were evaluated by eight faculty members and doctoral students using the Argumentation Assessment Rubric (Choi, 2008), producing total writing scores. Cognitive flexibility was measured with the Cognitive Flexibility Inventory (Dennis and Vander Wal, 2010), and correlation/regression analyses tested relationships and effects across sub-dimensions. Results indicated a significant relationship between cognitive flexibility and argumentation skills.

LanguageEnglish

CategoryExam

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Method

Results

Discussion and Conclusions

Recommendations

References

Asian Journal of Education and Training Vol. 8, No. 2, 51-59, 2022 ISSN(E) 2519-5387 DOI: 10.20448/edu. v8i2 .3963 © 2022 by the authors; licensee Asian Online Journal Publishing Group The Relationship between Argumentation Skills and Cognitive Flexibility of PreService Science Teachers Ozlem Cankaya1 Nilay Aydogan2 􀀣 1,2Department of Mathematics and Sciences Education, Inonu University, Malatya, Turkey. 1Email: [ozlem.isikgil@inonu.edu.tr](ozlem.isikgil@inonu.edu.tr Tel:)[ Tel:](ozlem.isikgil@inonu.edu.tr Tel:) +9053087 0317 2Email: [nilay.aydogan@inonu.edu.t](nilay.aydogan@inonu.edu.tr Tel:)[r](nilay.aydogan@inonu.edu.tr Tel:)[ Tel:](nilay.aydogan@inonu.edu.tr Tel:) +905352309991 (􀀣 Corresponding Author) Abstract The present study aims to investigate the relationship between pre-service science teachers'argumentation skills and cognitive flexibility levels. Within the scope of the study, an argumentation-based science laboratory application was applied to first year science teaching students for 4 weeks. The arguments were assessed by eight faculty members and doctoral students. The Argumentation Assessment Rubric (Choi, 2008) was used to assess the quality of the written arguments. The quality of the arguments and descriptions used by the students in the reports were evaluated as total writing scores. The “Cognitive Flexibility Inventory” developed by Dennis and Vander Wal (2010) was employed to assess the cognitive flexibility levels of pre-service teachers. Simple Correlation analysis and Simple Linear Regression analysis methods were used to determine the relationship between the sub-dimensions of cognitive flexibility inventory and argumentation skills of pre-service science teachers and the effect of cognitive flexibility levels on argumentation skills. The results showed that there was a significant relationship between pre-service teachers’cognitive flexibility levels and argumentation skills. Keywords: Argumentation, Argumentation skills, Cognitive flexibility, Science education, Pre-service teachers, Science laboratory. Citation | Ozlem Cankaya; Nilay Aydogan (2022). The Relationship Between Argumentation Skills and Cognitive Flexibility of PreService Science Teachers. Asian Journal of Education and Training, 8(2): 51-59. History: Received: 18 February 2022 Revised: 28 April 2022 Accepted: 12 May 2022 Published: 2 June 2022 Licensed: This work is licensed under a Creative Commons Attribution 4.0 License Publisher: Asian Online Journal Publishing Group Funding: This study received no specific financial support. Authors’Contributions: Both authors contributed equally to the conception and design of the study. Competing Interests: The authors declare that they have no conflict of interest. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study followed all ethical practices during writing. Contents 1. Introduction ...................................................................................................................................................................................... 52 2. Method ............................................................................................................................................................................................... 54 3. Results ................................................................................................................................................................................................ 56 4. Discussion and Conclusions ........................................................................................................................................................... 56 5. Recommendations ........................................

FAQs

What was the purpose of the study?

The study aimed to investigate the relationship between pre-service science teachers’ argumentation skills and cognitive flexibility levels.

How were argumentation skills assessed?

Written arguments were assessed using the Argumentation Assessment Rubric (Choi, 2008), and students’ argument quality and report descriptions contributed to total writing scores.

What relationship did the study find between cognitive flexibility and argumentation skills?

Correlation and simple linear regression analyses showed a significant relationship between pre-service teachers’ cognitive flexibility levels and their argumentation skills.

Oct 15, 2026

Uploaded by Aran