Elementary Pre‐Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions: Before and After Simulated Practice

ABSTRACT Background This study examined elementary pre‐service teachers' (PSTs') responsiveness to students when facilitating a simulated scientific argumentation discussion about the identity of a mystery powder based on its properties. Objectives This study explored PSTs' responsiveness during a digital simulated classroom discussion as PSTs made moves to support argument construction and critique before and after participating in an intervention involving their engagement in three digital simulations that aimed to support them in learning how to facilitate scientific argumentation discussions. Methods The study participants were 34 PSTs enrolled across three elementary science methods courses. Using existing frameworks from the literature and qualitative content analysis of pre‐and post‐discussion transcripts, we identified instances of PSTs prompting argument construction and critique and coded the level of responsiveness for each instance. We used the Wilcoxon matched‐pairs test to compare pre‐post data. Results and Conclusion Findings show that PSTs used significantly more: (a) prompts to elicit evidence to construct ideas and to encourage argument critique in post versus pre‐discussions and (b) high‐level responsiveness prompts that encourage students to make sense of other students' ideas in post‐discussions when prompting argument construction or critique. This study highlights the value of using digital simulations in teacher preparation to enhance teachers' responsiveness to facilitate productive discussions.