The effect of the argumentation ? based learnings in terms socioscientific issues in biology education

In this study, the effect of the argumentation ? based learning process in terms of learning socioscientific issues is investigated. Investigation is performed with teacher candidates of Biology education. A mixed method that includes both qualitative and quantitative processes of data collecting is used. The quantitative dimension of this study the model of pre ? test, post test without control group is used.In this study, the argumentation based activities are applied over the issue of biologic diversity that is a socioscientific issue. The test is prepared in this issue of success is applied to investigation group that is designated after and before the activities by investigator. It is concluded via t ? test analysis there is a statistically difference that in favor of post test between the post test data of dependent group and pre ? test group. This case is interpreted as the process of argumentation based learning is efficient in the context of learning biologic diversity and its importance.The quantitative dimension of this study is composed of the interviews that is semi ? constructed and is done with 7 candidates of teachers who are choosen by random method from the experiment group. The evaluation of these semi ? constructed interviews, the argumentation quality rubric is used.Semi ? constructed interviews are done before and after argumentation ? based learning activities and the data which are obtained by the result of the dependent group t ? test analysis is determined as a significant difference in favor of the final test.Key words: The Process of Argumentation ? Based Learning, Socioscientific Issues,Environment Education, Biologic Diversity and Its Importance.