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Article II
Chemistry Attitudes 
Environmental Literacy 
Before the 
intervention 
(pre) 
Semi-structured interviews 
(Marks et al., 2008) 
Survey (Yavez et al., 2009), semi-
structured interviews (Marks et al., 
2008) 
After the 
intervention 
(post) 
Open questionnaire (Eilks, 
2005; Marks et al., 2008), 
survey (Yavez et al., 2009), 
semi-structured interviews 
(Marks et al., 2008) 
Open questionnaire (Eilks, 2005; 
Marks et al., 2008), survey (Marks et 
al., 2008), semi-structured interviews 
(Marks et al., 2008) 

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33
In order to answer 
RQ3
, four different research tools were used in the second student case 
study to assess the students’ level of argumentation skills during the year 2012–2013. The 
participants were eight ethnically homogenous 15-year-old students from a rural Finnish 
secondary school. This group of students was selected because the author of the research 
project was a chemistry teacher of the group. This type of a setting is suitable for educational 
intervention case studies (Cohen et al., 2007). This intervention was similar to the one 
conducted to answer 
RQ2
and the students completed it in 6 weeks, which was also the time 
period between the first and last research tool presented in Table 4. The qualitative research 
tools were modified from Albe (2008), Baytelman and Constantinou (2014), Erduran (2013), 
Feierabend & Eilks (2011) and Mikkola, Luukka and Ahonen (2006). A detailed description 
of the tools is presented in 
Article III
of this dissertation. 
Table 4.
The four qualitative research tools used in the case study of