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

Author

Listed:
  • Guo Su
  • Taotao Long
  • Zhiyan Wang
  • Qingcui Zeng
  • Xueping Wang

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.

Suggested Citation

  • Guo Su & Taotao Long & Zhiyan Wang & Qingcui Zeng & Xueping Wang, 2022. "The impact of thinking tools on the argumentation skills of pre-service science teachers in flipped learning," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 31(3), pages 348-368.
    • Handle: RePEc:ids:ijilea:v:31:y:2022:i:3:p:348-368
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