The effects of argumentation-based teaching on internalising of electrical field and potential issues

The aim of this research is to determine effects of argumentation-based teaching and presentation-based teaching methods on learning electric field and electrical potential subjects in terms of knowledge internalization levels of physics teacher candidates. In the work, single-group pre-measurement-post-measurement design of the quasi-experimental model was used throughout. Since the qualitative data collection method is used, the sample group consists of 4 physics teacher candidates. Before the teaching sequence, the Electric field and Potential open-ended Questions Scale (EPSÖ) was applied as a pre-measurement, and after the teaching process, the same measurement tool was applied as the post-measurement. For the validity of the EPSÖ, opinions of two experts were taken, and for the reliability evaluations obtained from three experts were analysed by means of the SPSS 22.0 program and finally Kendall's Concordance Coefficient was found to be W=0.95. After the post-measurements, answers given by the participants were analysed in detail by using the Electric Field and Potential Open-Ended Questions Rubric developed by the researcher. The pre-measurement and post-measurement scores were transferred to the SPSS 22.0 program and the minimum, maximum, mean value and standard deviations were analysed together with the students' success rates. After the detailed analysis, semi-structured interviews were conducted with each participant individually. Obtained data was transferred to SPSS 22.0 program and analysed via Mann Whitney-U test to determine whether there is a significant meaningful difference between The presentation and argumentation-based teaching methods. Research data were interpreted with descriptive analysis supported by open-ended questions (EPSÖ) and semi-structured interviews. At the end of the application, in line with the results obtained from EPSÖ and semi-structured interviews, it was revealed that the effect of argumentation-based teaching method concerning electric field relating internalization of knowledge was higher than the teaching by presentation. No significant difference was observed between the argumentation-based teaching and the presentation on electrical potential (p <.564). When the effect of presentation on internalization of knowledge of electrical potential and electric field is analysed, it was seen that the success rate of teaching electrical potential by presentation was higher. In addition, when the effect of argumentation-based teaching on internalization of knowledge electrical potential and electric field is analysed, it was observed that the success rate of argumentation-based teaching was slightly higher. However, it has also been revealed that the success rate of the argumentation-based teaching on both electric field and electrical potential subjects is higher than the presentation method. These results are in agreement with the results obtained from the qualitative analysis. As a result of the qualitative analysis, it was clearly detected that pre-service teachers have misconceptions concerning electric fields, especially on the charge distribution caused by the loading of insulators and conductors. In addition, it is seen that they cannot correctly relate the concepts of electric field formula with the electric field lines and electric field strength, the students also have difficulties remembering the electric potential formulas and distinguishing the concepts of electric potential difference and electrical potential energy. It has been determined that all pre-service physics teachers have a number of misconceptions about the potential of a charged conductor. All identified misconceptions were discussed and corrected during structured interviews.