Scientific habits of arguing minds: enhancing online argumentation to foster SHOM

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dc.authorid0000-0001-8030-3869
dc.authorid0000-0002-6749-2578
dc.contributor.authorCakiroglu, Unal
dc.contributor.authorGuven, Onurhan
dc.contributor.authorYaman, Havva
dc.contributor.authorGuven, Ebru Mazlum
dc.date.accessioned2026-02-28T12:17:43Z
dc.date.available2026-02-28T12:17:43Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates' scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom, sentence openers, prompt questions and videos were used to facilitate the online argumentation process. Five different SSIs were given as discussion and argumentation tasks for the participants who worked in online groups. The results indicated that, the SHOM scores of the teacher candidates were slightly decreased while the argumentation skills were significantly increased. In addition, there was a medium, positive correlation between the levels of scientific habits of mind and levels of argumentation skills. Participants' perspectives also showed the contributions of virtual argumentation strategy implemented in this study. Sentence openers, prompt questions, videos and feedback were the prominent factors shaped the online argumentation process. We believe that the findings of this study would assist in future design and implementation of online tools for enhancing argumentation.
dc.description.sponsorshipScientific and Technological Research Council of Turkiye (TUBITAK)
dc.description.sponsorshipOpen access funding provided by the Scientific and Technological Research Council of Turkiye (TUBITAK). The authors declare that no funding was funded.
dc.identifier.doi10.1007/s11423-025-10474-1
dc.identifier.endpage1889
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.issue3
dc.identifier.scopus2-s2.0-86000115188
dc.identifier.scopusqualityQ1
dc.identifier.startpage1865
dc.identifier.urihttps://doi.org/10.1007/s11423-025-10474-1
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5940
dc.identifier.volume73
dc.identifier.wosWOS:001434728300001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEtr&D-Educational Technology Research And Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260218
dc.subjectOnline argumentation
dc.subjectScientific habits of mind
dc.subjectSocio-scientific issues
dc.titleScientific habits of arguing minds: enhancing online argumentation to foster SHOM
dc.typeArticle

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