Examining students' quality and perceptions of argumentative and summary writing within a knowledge generation approach to learning in an analytical chemistry course


CHEMISTRY EDUCATION RESEARCH AND PRACTICE, vol.22, no.4, pp.985-1002, 2021 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 22 Issue: 4
  • Publication Date: 2021
  • Doi Number: 10.1039/d1rp00060h
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ERIC (Education Resources Information Center)
  • Page Numbers: pp.985-1002
  • Yozgat Bozok University Affiliated: Yes


This study investigated the perceptions and quality of argumentative and summary writing of the Pre-service Science Teachers (PSTs) who participated in a knowledge generation approach to learning, which is known as the SWH approach, and who had had experience with it across different time periods. A total of 41 PSTs were divided into three groups based on their experience with the SWH approach in the courses entitled General Chemistry Laboratory I and II. An embedded single-case study design was employed for this study. The data sources included the PSTs' argumentative writings, summary writings and semi-structured interviews. The results were analyzed using both statistical and content analysis. The findings showed that the argumentative and summary writing activities were positively correlated with each other and the PSTs in the three groups benefited from these writing activities when implemented in analytical chemistry. However, the quality of the PSTs' argumentative and summary writings was affected by time. The PSTs who had a shorter time between writing experiences in their chemistry lab and analytical chemistry courses were more successful in both argumentative and summary writing activities in analytical chemistry than the other PSTs. The PSTs in the groups realized that writing tasks were epistemological and reasoning tools that enabled them to understand the topic better and indicated that the writing process was a learning process through which they were able to construct new knowledge. They were aware of the cognitive demands involved in the writing, and realized how this would enhance their future teaching careers and their overall conceptual understanding of analytical chemistry. This study suggests that PSTs should be engaged in argumentative and summary writing activities in knowledge generation environments for both their own learning and future teaching career.