Effect of Argumentation on Prospective Science Teachers' Scientific Process Skills and Their Understanding of Nature of Scientific Knowledge in Chemistry Laboratory

Abstract

The aim of this research is to analyze the effect of Argumentation on prospective science teachers' scientific process skills and their understanding of the nature of scientific knowledge in the chemistry laboratory. In this study, non-equivalent pre-test post-test control group approach, which is one of the quasi-experimental methods, is used. The study group contains 91 college freshmen students studying in the Department of Science Education of the Kazim Karabekir Education Faculty, Ataturk University, which is located in the Eastern Anatolian Region of Turkey. Data of the study is collected through scientific process skill test (SPST) and the nature of scientific knowledge test (NSKT). Data from SPST and NSKT are analyzed through inferential statistics method. A statistically significant difference is found between experimental and control groups' SPS post-test mean scores (t (89) = 4.943; p= .000). A statistically significant difference is found between experimental and control groups' NSK post-test mean scores (t(89)= .819; p= .05). It is shown in this study that the argumentation contributes to the scientific process skills of the students, but does not have a significant influence on their understanding of the nature of scientific knowledge.