Effect of the argumentation method based on laboratory activities upon science teacher candidates' critical thinking tendency, logical thinking skills and academic achievements

The aim of this study is to examine Effect of the Argumentation Method Based on Laboratory Activities upon Science Teacher Candidates' Critical Thinking Tendency, Logical Thinking Skills and Academic Achievements. This study is a quantitative study. In this study, the paired design, which is a quasi-experimental research design, was used. The study group of the study consisted of 70 teacher candidates in the first semester of the 2017-2018 academic year Science Education Teaching Program, 35 in the control group and 35 in the experimental group. The study lasted 5 weeks. Critical Thinking Tendency Scale, Science Education Logic Thinking Skills Scale, Academic Achievement Test, Argumentation Method Based Activity Sheets and Interview Form were used as data collection tools in the study. Within the scope of General Chemistry Laboratory Practices II course, experiments were carried out on Gases, Chemical Equilibrium, Chemical Kinetics and Thermochemistry. Experiments were carried out on the same subjects in the control and experimental groups and the process steps in the experiment sheet were followed. In addition, in the experimental group, activity sheets based on the method of Argumentation were used. At the beginning and end of the study, Critical Thinking Tendency Scale Logic Thinking Skills Scale, and Academic Achievement Test were applied to the control and experimental groups as pre-test and post-test. MANOVA test was used for the difference between the posttest mean scores of the control and experimental groups. SPSS program (v. 21) is used for this purpose. The interview form was applied to 10 pre-service teachers. The answers were evaluated together and classified according to their similarities and differences. When evaluating the activity sheets based on argumentation, the situation of achieving the gain was considered. According to the findings obtained from the study, it was observed that laboratory activities based on argumentation method had a significant effect on the students' critical thinking disposition and academic achievement. However, no significant difference was found on logical thinking skills. When the answers of the teacher candidates on the form of opinion were examined, it was seen that the argumentation method was effective on the skills of teacher candidates such as questioning, learning to learn, developing thinking, analysing, establishing logic, selfexpression and interpretation. Activity papers based on argumentation were examined and it was seen that teacher candidates' ability to create arguments during the study period increased.