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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. 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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.  \nThe 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.  \nSimple 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.  \nKeywords: Argumentation, Argumentation skills, Cognitive flexibility, Science education, Pre-service teachers, Science laboratory.  \nCitation | 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.  \nHistory:  \nReceived: 18 February 2022  \nRevised: 28 April 2022  \nAccepted: 12 May 2022  \nPublished: 2 June 2022  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nAuthors’Contributions: Both authors contributed equally to the conception and design of the study.  \nCompeting Interests: The authors declare that they have no conflict of interest.  \nTransparency: 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.  \nEthical: This study followed all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 52  \n2. Method ............................................................................................................................................................................................... 54  \n3. Results ................................................................................................................................................................................................ 56  \n4. Discussion and Conclusions ........................................................................................................................................................... 56  \n5. Recommendations ........................................","cbCaisLr0je0N0Mq","https://ap.wps.com/l/cbCaisLr0je0N0Mq","pdf",342671,"English","# Introduction\n# Method\n# Results\n# Discussion and Conclusions\n# Recommendations\n# References","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study aimed to investigate the relationship between pre-service science teachers’ argumentation skills and cognitive flexibility levels.\"},{\"question\":\"How were argumentation skills assessed?\",\"answer\":\"Written arguments were assessed using the Argumentation Assessment Rubric (Choi, 2008), and students’ argument quality and report descriptions contributed to total writing scores.\"},{\"question\":\"What relationship did the study find between cognitive flexibility and argumentation skills?\",\"answer\":\"Correlation and simple linear regression analyses showed a significant relationship between pre-service teachers’ cognitive flexibility levels and their argumentation skills.\"}]","The Relationship between Argumentation Skills and Cognitive Flexibility of PreService Science Teachers - Article | PDF",1792076609,23]