Intuitional and heuristic arguments that science teachers candidates use for clarifying some scientific facts

Determining which intuitional and heuristic arguments are used by science teacher candidates in their decision-making strategies when explaining scientific facts and limited knowledge and motivation in science education will lead educators to develop supra-cognitive and analytical thinking. The aim of this study is identifying the institutional arguments and heuristics that science teacher candidates use for clarifying some scientific facts, and explaining according to three processes of associative memory (displacement of qualification, associative consistency and process of fluidity). Fifteen teacher candidates that are still studying at science teacher department of Fırat University, faculty of education in spring term of 2015-2016 educational year made the example of this study. The teacher candidates' success levels were mixed. In the research using the semi-structured interview method, 9 questions were directed to the teacher candidates and the video records of the interviews were taken and by analyzing the research data were collected. For the reliability of the data, 2 independent science educators have been able to code and analyze the answers. It has been determined that teacher candidates use three different strategies when making the decision. The data obtained in the interview was coded and the percentages and frequencies were tabulated. A detailed analysis of the strategies are used showed that the vast majority of the teacher candidates replied the questions through intuitional reasoning without using scientific knowledge. It has been determined that the teacher candidates use one or more associative memory processes in tje decision-making processes. It was seen that the prospective teachers responded to the questions while using associative memory processes together and these processes were intertwine. Because of they prefer to make decisions by using the most superficial properties it has been found that the most dominant one of in these three associative memory processes is the process of fluidity effect. It has been observed that participants who are used the associative memory process answered the questions correct as well as wrong. By this study they have made a suggestion towards in science education bringing the usage of intuitional argument to the teacher candidates and the students who have science education will increase the success.