The effect of argumentation-based inquiry approach supported by upper cognitive activitie on science achievement of preservice teachers

ABSTRACT Msc. Thesis THE EFFECT OF ARGUMENTATION-BASED INQUIRY APPROACH SUPPORTED BY UPPER COGNITIVE ACTIVITIE ON SCIENCE ACHIEVEMENT OF PRESERVICE TEACHERS Rahşan BOZKURT Kastamonu University Graduate School of Natural and Applied Science Department of Primary Education Supervisor: Asst. Prof. Dr. Esra KABATAŞ MEMİŞ This study was conducted with 3rd grade students studying in Kastamonu University Department of Primary Education Science Teaching in the school year of 2015-2016. The objective of the study is to investigate the effect of argumentation-based inquiry approach and argumentation-based inquiry approach supported by upper cognitive activities on science achievement of students. The study was conducted with the participation of 69 students taking the lesson of Science Education Laboratory Applications-I within 10 weeks. While ABI approach was applied in one of the study groups, ABI and diary writing (as an upper cognitive activity) were applied in the other and the conventional approach method in the other group. A pattern with pretest-posttest control group, which is among experimental patterns, was used as the study method and the data were collected by using the quantitative method. An achievement test consisting of 25 questions and semi-structured interviews were used as data collection tools. At the end of the application, semi-structured interviews were conducted with 6 students selected from every group. According to the acquired data, it was concluded that there was a significant difference between the groups, this difference was on behalf of classes where ABI approach was applied and there was a slightly significant difference between ABI and ABI groups supported by upper cognitive activities on behalf of the ABI group supported by upper cognitive activities. As a result of analyzing the results obtained from student interviews; it was determined that students were pleased with ABI applications, the applications made lessons different and permanent, provided intragroup and intergroup cooperation, realized the process of scientific thinking, brought self-confidence and a critical thinking viewpoint and they would prefer this method in their professional life. Besides, it was concluded that writing diaries enabled learning and allowed students to recall things better and transfer them to daily life by examining their experiments. Keywords: Science education, argumentation, upper cognition, science achievement, learning-oriented writing. 2017, 128 pages Science Code: 101