Pre-service science teachers’ computational argumentation – case study in an authentic research context
Abstract
Constructing a clear and coherent scientific argument is a non-trivial task. There is an argument to be made that in the modern day, using computational essays and similar media that require reproducible programming as a platform for delivering one’s ideas could foster development of good scientific communication practices in a disciplinarily authentic manner. We piloted a short field course for pre-service teachers at the Hyytiälä SMEAR-II station, where they participated in lectures and workshops led by practicing researchers, toured the experimental facilities and made their own inquiries into the data collected therein. These essays (N = 6) were analyzed for coherent argumentation using an analysis rubric proposed in this study. The results indicate that the medium is well-suited for developing such argumentative skills.
