Impacts of argumentation-based science learning approach on the science pre-service teachers' critical thinking in the general chemistry laboratory course

The aim of the study is to investigate the impacts of argumentation-based science learning approach (ABSL) on the science pre-service teachers' critical thinking and their achievements in the general chemistry laboratory course. This study was conducted based on the mixed research design. The participants of the study were the freshman science pre-service teachers in the Faculty of Education at a state university in the western part of the Black Sea region in the 2016-2017 year of education. There were three sections for the general chemistry laboratory course including 94 students and ABSL was implemented for 12 weeks. An experimental and a control group were selected randomly among these three sections. The data sources of the study were Critical Thinking Test, Chemistry Academic Test, ABSL laboratory reports, and semi-structured interviews. The interviews were conducted with 18 pre-service teachers, 12 of them were from the experimental group and 6 of them were from the control group. The quantitative data were analyzed through descriptive statistics, MANOVA and correlation analysis. The qualitative data from the interviews were analyzed through content analysis. The main findings of the study reveal that the critical thinking skills and tendencies of pre-service teachers who experienced ABSL in the experimental group and their chemistry academic achievements increase significantly. Also, they develop their argument writing skills during ABSL implementation. The qualitative data support these findings. The pre-service teachers in their interviews claim that the ABSL process enables them to think critically and the ABSL provides opportunities for the development of critical thinking. Besides, the ABSL supports pre-service teachers in developing more permanent learning by doing, living and writing, in developing personal traits such as reflection, self confidence and self expression, and in taking active roles in experimenting, questioning, observing, claiming, providing evidences, etc. Lastly, the pre-service teachers mentioned the responsibilities of the instructor who implemented the ABSL and they enjoy that the instructor asks more questions and encourages them questioning, investigating and thinking critically during the course.