Abstract The purpose of this study was to investigate the changes of pre-service chemistry teachers' scientific argumentation abilities by the method of performance assessment, before and after argumentation teaching. The results showed that the rate of correction of their viewpoints had no significant improvement, yet their abilities to provide evidences and reasons were improved evidently. In spite of this, there were still some problems in their arguments. Specifically, evidences and reasons presented to support some of the viewpoints were insufficiently and inconsistently with each other, and there were alternative conceptions in some of their arguments.
LUO Xiu-Ling, XIAO Xin, CHEN Huan. Performance Assessment of Scientific Argumentation Abilities of Pre-Service Chemistry Teachers[J]. Chinese Journal of Chemical Education, 2016, 37(16): 43-47.
