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Abstract


AN EXPLORORATION THE STATUS OF SOCIAL STUDIES TEACHER CANDIDATES’ ORAL ARGUMENTATION REGARDING THE RIGHT AND RESPONSIBILITY ISSUE

In this study, oral argumentation-based instruction, the Social Studies teacher candidates is performed to determine the level of the argument is intended. For this purpose, the case study method of qualitative research methods was used. The working group constitutes the spring semester of the 2015-2016 academic year, Kastamonu University Social Studies Teacher Training 7 male, 5 female students was carried out with the voluntary participation of a total of 12. It is prepared with 3 different (1 pre-application) scenarios structured in a clear and thought-provoking manner about the issue of right and responsibility. The prepared scenarios were applied for 5 weeks. The working data sources are video and audio recordings. As a result of the implementation, there are 209 arguments in the Toulmin Argument Model that constitute the claims, data, justification, evidence, supportive and corruption components. To determine the level of these components, Erduran, Simon and Osborne "Argumentation Levels" model is used. Accordingly, participants attained in first activity Level 2 and the second activity Level 1. At the same time it turned out that the level of argument was based on weekly scenario issues, while the students were successful in making the claim, they were not enough to refute the ideas of others. Argumentation-based learning environments can be created in institutions that train teachers so that high-level arguments can be created.



Keywords
Oral argumentation, Righ and responsibility, Social science teacher candidates.



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