Exploring the effect of a technology-supported science writing heuristic approach on pre-service science teachers’ written argumentation, representation, and reasoning

Abstract

This study examined the utilization and correlation of written argumentation, multiple representations, and reasoning of pre-service science teachers (PSTs) in three learning environments (normal laboratory, virtual laboratory, and mixed laboratory) based on the Science Writing Heuristic (SWH) approach. An embedded single case design was employed in the study with the sample consisting of 20 first-year PSTs. Data consisted of 262 SWH laboratory reports prepared by the PSTs in a Chemistry 1 course over one semester. The SWH laboratory reports were analyzed using rubrics in three dimensions: argument quality, multiple representations, and reasoning. Friedman, Wilcoxon and Spearman Correlation tests were used in analyzing the holistic rubric scores. The results revealed that PSTs’ use of argument, multiple levels of representation, and reasoning were parallel to each other especially in virtual and mixed learning environments. There was a significant positive correlation between argument, representation, and reasoning in each learning environment. When compared to virtual and normal lab environments, there was a statistically significant difference in favor of mixed lab in terms of argument, multiple representations, and reasoning. Additionally, incorporating writing-to-learn activities and small and whole class discussions are recommended to enhance learning.