Cakiroglu, UnalGuven, OnurhanYaman, HavvaGuven, Ebru Mazlum2026-02-282026-02-2820251042-16291556-6501https://doi.org/10.1007/s11423-025-10474-1https://hdl.handle.net/20.500.12403/5940This 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.eninfo:eu-repo/semantics/openAccessOnline argumentationScientific habits of mindSocio-scientific issuesArticle7331865188910.1007/s11423-025-10474-12-s2.0-86000115188Q1WOS:001434728300001Q1