The effect of "Argumentation based science learning approach" on academic success of science teacher candidates and their opinions about the approach

Science and technology education has a key importance for a community. It isclosely related with the future of communities. For this reason, the effort to increasethe quality of science and technology education is becoming to be a part of importanttargets of many countries, especially the developed ones. Accordingly this does not provide sufficient information to individuals about various events, facts and concepts. Science education should allow students to perform many activities including research, question, criticize, discuss and restructure the information. From this point of view, it can be said that "argumentation based science learning" is the centralactivity of science lessons. Accordingly the aim of this study was to research the effects of argumentation based activities on different variables. The aim of this study is to adopt argumentation based science learning (ABSL) approach to activities within "science learning lab applications II" lesson of 3.grade science and technology teacher candidates receiving education in Antalya Akdeniz University Education Faculty Science Department and creating a suitable education environment for the approach so as to examine the effect of this method on academic success of teacher candidates and present their considerations about this approach. In the research, a mixed method in which qualitative and quantitative research methods were used together, was used. In line with all findings, it was concluded that argumentation based science learning activities had more positive effect of academic success of teacher candidates in lab applications II lesson compared to traditional education.