Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının Öğretmen Adaylarının Çözeltiler Konusunda Başarısına ve Eleştirel Düşünme Eğilimlerine Etkisi

Abstract

Within the scope of Solutions as a course topic, this study aims to examine the impact of laboratory applications which are designed by adopting Argumentation-Based Science Learning (ABSL) approach on pre-service teachers achievement and critical thinking dispositions. Quasi experimental design with non-equivalent control group was implemented for this study. 45 pre-service teachers who are registered for both General Basic Chemistry and General Basic Chemistry Laboratory offered 2012-2013 Academic year fall term at Divisions of Biology Education and Chemistry Education at Faculty of Education at Hacettepe University.ABSL-based laboratory applications can be said to be more effective in pre-service teachers achievement. It was also found that ABSL-based or traditional laboratory applications have no statistically significant impact on enhancing pre-service teachers critical thinking dispositions.