This study is an attempt to examine science teachers’ views on Argumentation-Based Science Learning (ABSL) and the activities they have prepared. The study employed a qualitative case study method. The working group consisted of 5 science teachers who work in secondary schools affiliated with the Ministry of National Education in Turkey and who have master’s degree. This study deployed the “Semi-structured Preliminary Interview Form”, “The Evaluation Rubric related to the Activities Based on Argumentation-Based Science Learning “ and “Semi-structured Final Interview Form”. Content analysis and descriptive analysis were used during data analysis. The results revealed that the teachers’ perceptions towards ABSL before the implementation were mostly grounded on giving opinions and argumentation. Four teachers did not use ABSL in lessons before and they did not prepare any activities. On analyzing the activities prepared by the teachers through use of ABSL, all the teachers were identified to consider grade level, unit, subject area, learning outcome and associating them with daily life while preparing the activities. The teachers were also determined to use concept cartoons, competing theories with stories, and experiment design techniques in the activity papers. Besides, the Toulmin argumentation model steps were taken into consideration in the activity papers. Concerning the analysis of last interview data, teachers’ perceptions towards ABSL were found to be opinions, claims, opposing ideas and arguments. The teachers also indicated that they avoided creating misconceptions and that they took into account the student and grade levels in the ABSL activities. In addition, the teachers noted that preparing the activity is time-consuming and unsuitable for every subject. This study is paramount in terms of giving information to teachers and pre-service teachers related to the teachers’ views on ABSL and how they have prepared ABSL activities.

Cartoons are an effective alternative to create a rich learning environment that is visually and audibly equipped for students in an effective science education. It is of upmost significant for science teachers to possess the necessary knowledge, activity experience and equipment in order to carry out a qualified science teaching. Therefore, the pre-service science teachers, who will be trained in the specified direction, should hold a certain level of knowledge, skills and experience in preparing and implementing activities. In this regard, this study aims at revealing the pre-service science teachers’ views on the process of designing activities through using cartoons. The study was carried out with 14 fourth grade pre-service science teachers studying at a state university in Turkey. The cartoon that the pre-service teachers were requested to use to design in-class activities during the implementation was determined as "Ege and Gaga" on the "TRT Child" channel. That this cartoon is related to education and science and includes science subjects has been effective in its selection. This study employed a case study design, one of the qualitative research methods, and the data were collected through a semi-structured interview form. Content analysis was used during data analysis. The results suggested that no pre-service teachers had encountered an activity prepared through using cartoons before. The participants also had positive views on the activity design process such as effective, interesting, enjoyable, concretizing knowledge and alternative technique. These activities, which are appropriate for the teaching and traditional classroom environments, are expected to enable students to access knowledge more easily with pleasure, and thus contributing to learning.

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The aim of this study was to examine the levels of the arguments developed by the pre-service science teachers in the argumentation activity prepared through using science and mathematics integration and their views on the argumentation-based science learning (ABSL) approach. The working group consisted of the 3rd grade 30 pre-service science teachers studying at a state university in Turkey. The study employed the qualitative research method. An activity sheet including science and mathematics concepts which were integrated and argumentation process and a semi-structured interview form were deployed as data collection tools. Descriptive and content analyses were used during data analysis. The findings revealed that 7% of the pre-service teachers made strong arguments and 57% weak arguments. Besides, 36% of them could not develop an argument. With regard to the levels of the arguments generated by the pre-service science teachers after the group discussion, all groups, except for one, were found to have strong arguments. All of the pre-service science teachers stated that the activity was related to science and mathematics disciplines. They also indicated that inclined plane, force and dynamometer were used as science concepts in the activity, while triangle, angle, direct proportion and slope as mathematical concepts. The pre-service science teachers had positive views on ABSL such as the opportunity to observe, experiment, cognitive and mental development, permanent learning, opportunity to question and providing group work. The pre-service teachers indicated the challenges they faced during the ABSL implementation such as convincing groupmates, reaching the truth based on different ideas, and making claims.