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The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers' Ability to Translate Chemical Representations about Basic Chemical Concepts

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Title: The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers' Ability to Translate Chemical Representations about Basic Chemical Concepts
Language: English
Authors: Hasene Esra Yıldırır (ORCID 0000-0002-9691-3730), Yağmur Şevik (ORCID 0000-0002-9430-2071)
Source: International Journal of Research in Education and Science. 2026 12(2):300-331.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Persuasive Discourse, Science Instruction, Preservice Teachers, Biology, Science Teachers, Chemistry, Scientific Concepts, Cartoons, Concept Formation, Instructional Effectiveness, Foreign Countries
Geographic Terms: Turkey
ISSN: 2148-9955
Abstract: This study aims to investigate the effect of argumentation-based teaching supported by concept cartoons on pre-service biology teachers' conceptual understanding of basic chemistry concepts and their skills of transition between chemical representations. In this study, mixed methods were used as a research design; particularly, a special type of embedded design, a one-phase experimental embedded pattern design, was applied. The sample consisted of pre-service biology teachers studying at the Faculty of Education at a university in western Türkiye. Concept cartoons were prepared by the researchers, and the instruction lasted for nine weeks. In this study, quantitative data were collected through multiple-choice questions on chemical representations prepared by Gkitzia and colleagues (2020), and qualitative data were collected through interviews with students about these questions. We used the SPSS 23 package program for quantitative data analysis, and content analysis for qualitative data analysis. The study found that students correctly interpreted the submicroscopic drawings of substances after instruction, used symbolic representations without errors, and successfully transitioned between chemical representations. The findings of the study emphasize that the role of concept cartoons in the argumentation process is critical, especially in teaching abstract concepts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506200
Database: ERIC
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  Data: The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers' Ability to Translate Chemical Representations about Basic Chemical Concepts
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  Data: <searchLink fieldCode="AR" term="%22Hasene+Esra+Yıldırır%22">Hasene Esra Yıldırır</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9691-3730">0000-0002-9691-3730</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yağmur+Şevik%22">Yağmur Şevik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9430-2071">0000-0002-9430-2071</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(2):300-331.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: This study aims to investigate the effect of argumentation-based teaching supported by concept cartoons on pre-service biology teachers' conceptual understanding of basic chemistry concepts and their skills of transition between chemical representations. In this study, mixed methods were used as a research design; particularly, a special type of embedded design, a one-phase experimental embedded pattern design, was applied. The sample consisted of pre-service biology teachers studying at the Faculty of Education at a university in western Türkiye. Concept cartoons were prepared by the researchers, and the instruction lasted for nine weeks. In this study, quantitative data were collected through multiple-choice questions on chemical representations prepared by Gkitzia and colleagues (2020), and qualitative data were collected through interviews with students about these questions. We used the SPSS 23 package program for quantitative data analysis, and content analysis for qualitative data analysis. The study found that students correctly interpreted the submicroscopic drawings of substances after instruction, used symbolic representations without errors, and successfully transitioned between chemical representations. The findings of the study emphasize that the role of concept cartoons in the argumentation process is critical, especially in teaching abstract concepts.
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      – Text: English
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        PageCount: 32
        StartPage: 300
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      – SubjectFull: Science Instruction
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Biology
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      – SubjectFull: Science Teachers
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      – SubjectFull: Chemistry
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Cartoons
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      – SubjectFull: Concept Formation
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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      – TitleFull: The Effect of Argumentation-Based Teaching Supported by Concept Cartoons on Pre-Service Biology Teachers' Ability to Translate Chemical Representations about Basic Chemical Concepts
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              Y: 2026
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