Determining the Needs of Science Teachers of Gifted Students for Argumentation-Based Professional Development Training

The primary aim of this study is to examine the perspectives of science teachers working with gifted students in Science and Art Centers regarding argumentation. Additionally, the study seeks to identify the specific needs of these teachers in integrating argumentation into the teaching process. The research was conducted with five science teachers working at Science and Art Centers located in different geographical regions of Türkiye. The participating teachers, who were selected on a voluntary basis, have varying levels of education and professional experience. Data collection was carried out through semi-structured interviews consisting of five questions, conducted online with the consent of the participants. The interviews aimed to explore the areas in which science teachers require guidance to enhance their argumentation-based teaching skills. The collected data were analyzed using content analysis, a qualitative research method. In the data analysis process, the online interview recordings were first transcribed, and three independent coders subsequently coded the transcripts at two different time intervals. Based on the common characteristics of the identified codes, categories were formed and subsequently consolidated into overarching themes. The findings of the study indicate that science teachers working at Science and Art Centers hold a positive attitude toward argumentation. However, it is noteworthy that they express a need for professional development training and guidance in designing instructional content based on argumentation and incorporating it effectively into the teaching process. Furthermore, the participating teachers emphasized their expectation that professional development programs should encompass both theoretical knowledge and practical applications that they can implement in their teaching practices.