Argümantasyona dayalı laboratuar uygulamaları: Bilimsel süreç becerilerine ve laboratuar dersine yönelik tutuma etkisi

Abstract

In this study, the effect of argumentation based laboratory activities on science pre-teachers’ science process skills and attitudes towards laboratory course was investigated. The study which was designed on mixed methods research was conducted with 53 science pre-teachers studying in Science Teaching Department. These students were grouped into two groups which consisted of students with high and low science process skills according to their pre-test scores from Science Process Skills Test (SPST). This way, it was aimed to compare the effect of argumentation based laboratory activities on students with lower and higher science process skills. Argumentation based laboratory activities were designed according to Argument-Driven Inquiry and Science Writing Heuristic approaches. SPST, Chemistry Laboratory Behaviour Scale, and written interview form were used to measure the effect of argumentation based laboratory activities on students’ science process skills, attitudes towards chemistry laboratory course, and their views about the application, respectively. The study concluded that the argumentation based laboratory activities improved students’ science process skills, as well as with a higher improvement for students with lower science process skills. It was seen that the application provided a positive increase in the students’ attitudes towards laboratory courses in both groups. A high majority of the 19 students whose views were acquired stated that the application was beneficial and that it contributed to both their academic success and personal development.