The effect of argumentation-based inquiry on preservice teachers' understanding of the nature of science, inquiry, and scientific literacy

Abstract

This study examines changes in preservice teachers' understanding of the nature of science (NOS), the nature of scientific inquiry (NOSI), and scientific literacy, as well as the relationships among these constructs, following argumentation-based instruction. Grounded in Toulmin's argumentation model, the study involved 24 preservice teachers at a public university in northern Turkey, using an explanatory sequential mixed-methods design. Data collected at the beginning, middle, and end of the intervention showed significant improvements in NOS and NOSI, though they were not predictors of scientific literacy. Findings highlight the role of practical teaching experiences in fostering scientific literacy and deeper conceptual understanding.