The impact of thinking tools on the argumentation skills of pre-service science teachers in flipped learning

Guo Su, Taotao Long, Zhiyan Wang, Qingcui Zeng and Xueping Wang

International Journal of Innovation and Learning, 2022, vol. 31, issue 3, 348-368

Abstract: This research is aimed at exploring the effect of the application of thinking tools on the pre-service science teachers' argumentation skills in flipped learning. A single-group repeated experiment was conducted, involving 34 pre-service science teachers from a large research university in central China. Data about students' argumentation abilities and attitudes towards the thinking tools was collected. The finding was that compared with the use of a diagram-based thinking tool, the pre-service science teachers ranked higher in argumentation skills when using a text-based online collaborative visual thinking tool. Although they agreed that the online collaborative visual diagram-based thinking tool could better reflect their thinking processes, they also tended to use the online text-based visual thinking tool.

Keywords: argumentation; thinking tools; flipped classroom; pre-service science teachers. (search for similar items in EconPapers)
Date: 2022
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