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Preservice Biology Teachers' Socioscientific Argumentation: Analyzing Structural and Content Complexity in the

Moritz Krell¹, Carola Garrecht¹, Nina Minkley²

¹IPN - Leibniz Institute for Science and Mathematics Education, Kiel, Germany.

International Journal of Science and Mathematics Education

|June 26, 2023

Abstract:

The present study analyzed the structural and the content complexity of 76 preservice science teachers' socioscientific argumentation in the context of a mandatory COVID-19 vaccination. Data were analyzed within the methodological frame of qualitative content analysis. Concerning the structural complexity, the participants' socioscientific argumentation reached a relatively high level (i.e., justifications with elaborated grounds). Concerning the complexity of content, the sample referred to science-, ethics-, society-, and politics-related arguments (i.e., almost the full range of content areas); however, on an individual level, participants referred to merely an average of two content areas. Regarding the relationship between structural and content complexity, a significant positive correlation was found. In sum, the results of this study suggest that preservice science teachers' socioscientific argumentation is on a promisingly high level in terms of structural and on a medium level regarding content complexity. The findings are discussed and implications for science teacher education and assessment in science education are proposed.

Supplementary Information:

The online version contains supplementary material available at 10.1007/s10763-023-10364-z.

Keywords:

COVID-19 vaccination Content complexity Preservice biology teachers Socioscientific argumentation Structural complexity

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