The effect of the teaching focused on toulmin's scientific argumentation model upon the understanding of the chemistry teacher candidates on general chemistry topics' and levels of argumentation

The purpose of this study is to investigate the effects of scientific argumentation activities related to the approach of the Toulmin?s Argumentation Theory on the chemistry teacher candidates? conceptual understandings and argument levels concerning general chemistry topics? (concepts), and to find out the effects of cooperative group studies for scientific arguments.This experimental study in which pre test and post test single sample design was used, was carried out with the forth year students of Gazi University, Gazi Faculty of Education, Department of Secondary Education Science and Mathematics Teaching, Chemistry Teaching Programme in 2007-2008 academic year spring semester. The study was carried out for 12 weeks 2 hours a week with 27 students.Taking the chemistry curriculum into account, in order to measure the prior knowledge before the scientific argumentation education and take under control general chemistry concept test which about atomic structure and atom models, orbital shapes, chemical bonds, chemical reactions, acids and bases, chemical equilibrium, heat and temperature and interactions and which consist of 25 questions was used. The same test was used as a post test at the end of education.For the first 4 weeks, in order to determine students? scientific argumentation levels before the education, activities, which consisting of general chemistry concepts and which was going to create scientific argumentation environment, was used. For the other 2 weeks, scientific argumentation taught was given to the students and during the last 5 weeks, in order to follow the change of students? scientific argumentation levels, the taught was carried out with the similar activities. The obtained qualitative data were changed into quantitative data by the scoring table which was improved by the researcher.The quantitative data obtained as a result of the study were evaluated by the use of SPPS software. The hypotheses were evaluated by paired samples t-test.The statistical analyses of the experimental data revealed that the students who were taught by the use of argumentative approach as regards to conceptual levels and scientific argument levels were statistically better than before scientific argumentation education.The study revealed that as individual studies and group studies are compared, the students are better when they participate in the scientific argumentation in small groups.