The Effects of Authoritative and Dialogic Discourses on Pre-service Science Teachers’ Argument Development

In this study, the effects authoritative and dialogic discourses on pre-service science teachers’ argument development related to electrification were investigated. 26 freshmen pre-service science teachers from a state university located at western side of turkey participated in the research. the research was conducted in a general physics laboratory ii course by a teacher who received training on the usage of argumentation and lingual practices in science classes. audio recorders were utilized to collect data, and then discourse analyze was applied on the data. authoritative and dialogic discourse types revealed by scott, mortimer and aguiar (2008) were adopted in analyze. considering the results, it can be mentioned that different types of discourse utilized in small and big group discussions contributed positively to pre-service science teachers’ argument development related to electrification concept.