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

Authors: Guo Su; Taotao Long; Zhiyan Wang; Qingcui Zeng; Xueping Wang

Addresses: School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China ' School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China ' School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China ' School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China ' School of Educational Information Technology, Central China Normal University, 152 Luoyu Rd., Wuhan, Hubei, China

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.

DOI: 10.1504/IJIL.2022.122065

International Journal of Innovation and Learning, 2022 Vol.31 No.3, pp.348 - 368

Received: 28 Oct 2020
Accepted: 15 Apr 2021
Published online: 08 Apr 2022 *

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