Abstract:

The purpose of this study is to develop a context in which students use their arguments on ill-structured problems and explore the quality of the arguments developed by the students. Qualitative methods were used under situated learning perspective of social constructivism. Participants were 20 students in teacher education program in the section of physics education at a state university. The study has four steps: design and production of model rockets, administration of ill-structured qualitative questions, argumentation activities and administration of the same ill-structured qualitative questions. Argumentation activities were recorded by three camcorders and all video records transcripted verbally. These trancripted arguments analyzed as a case by a qualitative method. According to the research findings, the quality of the arguments was majorly the third quality. A small percent of the arguments were first quality. Moreover, explanation and evidence types which the students used for their arguments were also analyzed. The results show the importance of argument development activities. To develop skills of critical thinking and lifelong learning, argument development activities can be used.

Keywords:

Quality of arguments, model rocketry.