Investigation of group studies of science preservice teachers in argumentation-based inquiry process

The present study aims to analyze large-group arguments conducted during argumentation activities from the perspectives of teachers and students. This study was conducted on 3rd grade students from the department of natural science teaching at a medium-sized university located on the northwestern part of Turkey during 2013-2014 academic year. Along the six-week application process, Science Teaching Laboratory Applications-I Course was taught through Argumentation-Based Inquiry (ABI) Approach; and 25 students were included within the study. In these ABI application processes, small- and large-group arguments were held. Students conducted their studies in seven different groups each of which determined by them and consisted of 3 or 4 students. Students prepared their questions in their individual groups; designed relevant experiments; claims and evidences were identified by means of conducted experiments so as to support their claims. In large-group arguments, students shared their activities with their classmates and asserted their cases. Within the scope of the study, quality of arguments shared in large-group arguments was evaluated. Additionally, teacher and student questions were analyzed. First, an activity was held for students to assist them to comprehend the argumentation process. Then, determined mechanical subjects were taught by means of the ABI approach on weekly basis. During large-group arguments, studies of students were recorded; finally they were analyzed by the researcher. The research results indicated that students who experienced the ABI process can set up more quality arguments. With regard to the large-group discussions, it was concluded that teacher included in lower- and higher-level question in every week; and let students to experience the argument process more tenderly. Ultimately, it was observed as a result of the present study that characteristics such as communication skills, awareness, peer support, tendency to show empathy, have developed in positive way. Keywords: Argumentation, inquiry, science teaching, discourse analysis