Fen ve Teknoloji Öğretmen Adaylarının Eğitiminde Argumantasyonun (Tartışma Teorisinin) Etkililiği

Abstract

In science education, teaching methods based on argumentation have a significant value. The aim of the research is to determine the effects of different applying methods of argumentation on metacognition and logical thinking abilities of science-technology teacher candidates. Otherwise, opinions of science-technology teacher candidates about argumentation and activity examples that are prepared in the light of these models are searched out. Sample of the research includes 135 students from Hacettepe University 2010-2011 and 2011-2012 education years. Research method is pretest-posttest control group from experimental designs and qualitative and quantitative data are preferred together to collect the data. In this research, t-test is used in order to examine the effects of the implementations on metacognition and logical thinking.