THE EFFECT OF ARGUMENTATION METHOD ON CRITICAL THINKING TENDENCY, LOGICAL THINKING ABILITIES AND ACADEMIC ACHIEVEMENT OF SCIENCE TEACHER CANDIDATES / ARGÜMANTASYON YÖNTEMINE DAYALI LABORATUVAR ETKINLIKLERININ FEN BILGISI ÖĞRETMEN ADAYLARININ ELEŞTIREL DÜŞÜNME EĞILIMI, MANTIKSAL DÜŞÜNME BECERILERI VE AKADEMIK BAŞARILARINA ETKISI

Hüseyin Polat, Fatma Bilge Emre

Abstract


Today's education system heads toward an understanding which is centred around investigation and questioning to reach scientific literacy. Current science curriculum aims at training science literate individuals who investigate and question, make efficient decisions, solve problems, are self-confident, open to cooperation, establish effective communication, learn throughout life with the awareness of sustainable development and are able to adapt to scientific and technological changes. Argumentation might be an important method to achieve these objectives in science education. Because argumentation is an effective method that affects the ways of thinking. Argumentation is finding evidences to advocate a claim. The evidences sought to support the claim should be selected with a critical perspective. The aim of the present study is to investigate the influence of argumentation method on critical thinking tendency, logical thinking abilities and academic achievement of science teacher candidates. In this study was used in the form of quasi-experimental design. Control and experiment groups did the same experiments. In addition, Activity Papers Based on Argumentation Method were used for the experimental group. In the study, data collection tools were used as pre-test and post-test. MANOVA test was performed for the difference between the post-test mean scores of the control and experimental groups. According to the findings obtained from the study, the effect of argumentation method on critical thinking tendency, logical thinking abilities and academic achievement was interpreted.

Günümüz eğitim sistemi, bilimsel okuryazarlığa ulaşmak için araştırma ve sorgulama merkezli bir anlayışa yönelmektedir. Mevcut fen müfredatı, araştıran ve sorgulayan, verimli kararlar veren, problem çözen, kendine güvenen, iş birliğine açık, etkili iletişim kuran, sürdürülebilir kalkınma bilinciyle yaşam boyu öğrenen ve bilimsel ve teknolojik değişikliklere uyum sağlayabilen fen okuryazarı bireyler yetiştirmeyi amaçlamaktadır. Fen eğitiminde bu hedeflere ulaşmak için argümantasyon önemli bir yöntem olabilir. Çünkü argümantasyon, düşünme biçimlerini etkileyen etkili bir yöntemdir. Argümantasyon, bir iddiayı savunmak için kanıtlar bulmaktır. İddiayı desteklemek için aranan kanıtlar eleştirel bir bakış açısıyla seçilmelidir. Bu araştırmanın amacı, argümantasyon yönteminin fen bilgisi öğretmen adaylarının eleştirel düşünme eğilimi, mantıksal düşünme becerileri ve akademik başarısı üzerindeki etkisini incelemektir. Bu çalışmada yarı deneysel desen şeklinde kullanıldı. Kontrol ve deney grupları aynı deneyleri yaptı. Ayrıca deney grubu için Argümantasyon Yöntemine Dayalı Etkinlik Kağıtları kullanıldı. Araştırmada veri toplama araçları ön test ve son test olarak kullanıldı. Kontrol ve deney gruplarının son test puan ortalamaları arasındaki fark için MANOVA testi yapıldı. Araştırmadan elde edilen bulgulara göre argümantasyon yönteminin eleştirel düşünme eğilimi, mantıksal düşünme becerileri ve akademik başarı üzerindeki etkisi yorumlandı.

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Keywords


argumentation, critical thinking tendency, logical thinking abilities, higher education / argümantasyon, eleştirel düşünme eğilimi, mantıksal düşünme becerileri, yüksek öğrenim

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DOI: http://dx.doi.org/10.46827/ejes.v7i10.3296

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