The effect of argumentation based activities on achievement of prospective elementary science teachers in density, melting, freezing, and boiling contents

In order to provide active and permanent learning in the field of education, to increase success, discussion and interpretation areas have gained more importance in recent years. An increase in achievement of students will be observed thanks to the argumentation method which allows to go beyond the traditional methods and also allows discussion and interpretation. The aim of this study is to investigate the effect of argumentation on candidate teachers' achievement by teaching the subjects of density, melting, freezing and boiling point with argumentation based activities. The study was carried out with science candidate teachers studying in the first grade of Inonu University Faculty of Education Science Teaching Programme. Semi-experimental pattern method was used in the study. Worksheets were prepared in accordance with the levels of the students during the teaching of the subjects. There were two groups in the study. The groups were determined as experimental group (N: 23) and control group (N: 23). Multiple choice achievement test consisting of 32 questions was used as data collection tool and to measure achievement. This achievement test was used as a pre-test at the beginning and as a post-test at the end of the study. While the lessons were being studied according to the current programme in control group, in the experimental group, it was being studied with activities based on argumentation. The alteration in achievement was investigated by applying the final test at the end of the application. Data were analyzed with dependent sample t-Test and independent sample t-Test. As a result of the data analysis, it was observed that there was a significant difference in achievement in favor of the experimental group.