The effects of an argumantation based biology laboratory course on pre-service science teachers'ability to create arguments, academic achievement and attitudes toward biology laboratory course

The purpose of this study was to investigate the effects of argumantation based biology laboratory practice on pre-service science teachers' ability to create arguments, academic achievements, and attitudes towards laboratory. In this study, pre-test post-test quasi-experimental research design was used. The study's sample consists of pre-service science teachers enrolled in Dokuz Eylül University Buca Faculty of Education Science Education Department. Sample was divided into experimental and control group with random selection. In control group traditional groupwork method was used and in experimental group argumantation based science learning was used. Within this scope, course program and worksheets were prepared by considering Turkish Ministry of Education's 6,7 and 8th grade objectives. The content were examined by experts and used in a pilot study, then requested changes were made during the semester in Biology Laboratory I course. Data collection tools were chosen from the literature. In order to measure participants' ability to create arguments, Argumentation Test, which developed by Sampson & Clark (2006) was used. In order to measure participants' attitudes towards laboratory a scale developed by Nuhoğlu and Yalçın (2004) was used. In order to measure participiants' academic achievement, Academic Achievement Test developed by Kırıktaş (2013) was used. Open ended questions used as study's qualitative data collection tool were developed by the researcher. Data were analyzed using SPSS 20.0 program. As a result of the analyses, no significant difference was found between pre-test ABT scores of the groups. However, it was determined that there was a significant difference (p <0,05) between groups in the final test ABT scores. There was a significant difference between ABT pre- and post-test scores within groups themselves and it was determined that this difference was in the direction of final tests. On the other hand, there was a significant difference between the AROB pre-test scores of the groups and ANCOVA tests were applied because of this difference and this difference was fixed. A significant difference was found between participiants' AROB post tests and this difference was positive for the experimental group. No significant difference was found between groups' pre test attitude scores, however significant differences were found in both groups' pre test- post test attitude scores. From the answers of 5 participants to the open-ended questions, it was concluded that, participants understood and shown that the cognitive and emotional subdivision developed from different directions and formed positive attitudes towards laboratory. As a result, it can be said that; ATFÖ method in biology laboratory applications may be effective in the improvement of academic achievement of students, the attitudes of students towards laboratory and the development of argumentation skills.