The aim of this study was to examine the levels of the arguments developed by the pre-service science teachers in the argumentation activity prepared through using science and mathematics integration and their views on the argumentation-based science learning (ABSL) approach. The working group consisted of the 3rd grade 30 pre-service science teachers studying at a state university in Turkey. The study employed the qualitative research method. An activity sheet including science and mathematics concepts which were integrated and argumentation process and a semi-structured interview form were deployed as data collection tools. Descriptive and content analyses were used during data analysis. The findings revealed that 7% of the pre-service teachers made strong arguments and 57% weak arguments. Besides, 36% of them could not develop an argument. With regard to the levels of the arguments generated by the pre-service science teachers after the group discussion, all groups, except for one, were found to have strong arguments. All of the pre-service science teachers stated that the activity was related to science and mathematics disciplines. They also indicated that inclined plane, force and dynamometer were used as science concepts in the activity, while triangle, angle, direct proportion and slope as mathematical concepts. The pre-service science teachers had positive views on ABSL such as the opportunity to observe, experiment, cognitive and mental development, permanent learning, opportunity to question and providing group work. The pre-service teachers indicated the challenges they faced during the ABSL implementation such as convincing groupmates, reaching the truth based on different ideas, and making claims.
Integration of science and mathematics, argumentation-based science learning (ABSL), pre-service science teachers, argument levels, view.