Integrating socioscientific argumentation into action-oriented instruction for the development of action competence

In response to complex socio-ecological challenges, it is essential to equip students with competencies to take informed action. Understanding such challenges from different disciplines and perspectives benefits students by guiding them to think and articulate holistically and pluralistically. This study integrated socioscientific argumentation into action-oriented instruction in a Master’s level environmental education course for the development of students’ action competence. Twenty-two pre-service and in-service teachers participated in a semester-long course involving issue argumentation and group-based investigations, culminating in a collective action project. Argumentation quality was assessed by students’ ability to construct arguments and to use multiple perspectives. Students’ action competence was also evaluated prior to and following the course using an action competence for problem solving (ACPS) questionnaire developed in this study. Findings showed that students improved in argumentation across scientific, social, and environmental dimensions, with limited progress in economic reasoning. The ACPS questionnaire results revealed that participants gained some insight into the issue and acquired more experience in acting with transformative thinking, but fewer gains were made in the areas of commitment and future-oriented ideas. Participants’ reflection notes revealed their changes during action and their intention to teach others to take environmental action. Changes in participants’ action competence and their intentions to engage students in environmental action in the future would be discussed.