Evaluating the Effectiveness of Laboratory Attitudes of Science Teacher Candidates on their Argument Create Skills
Abstract views: 11
/ 
PDF downloads: 9
DOI:
https://doi.org/10.5281/zenodo.18002596Keywords:
Argument Create Skills, Science Laboratory Attitudes, Science Education, Science Teacher CandidatesAbstract
The aim of this study is to investigate the relationship between science teacher candidates' ability to construct an argument and their science laboratory attitudes. For this purpose, an argumentation based science laboratory has been applied to first year science teachers. An argument-based science learning report which was developed by using rubrics was used to determine pre-service teachers' argument create skills. The arguments they made were evaluated by 8 teaching staff and PhD students as the quality of the arguments and descriptions they used in the reports and the total writing scores. The ‘Science Laboratory Attitude Scale’ was applied in order to determine the relationship between pre-service teachers' argumentation skills and science laboratory attitudes. The analyses of the data were made by using the SPSS 21.0 Statistical Program. The findings shows that there is a significant relationship between their argument create skills and laboratory attitudes.
References
Aydın, Ö., & Kaptan, F. (2014). Fen-Teknoloji öğretmen adaylarının eğitiminde argümantasyonun biliş üstü ve mantıksal düşünme becerilerine etkisi ve argümantasyona ilişkin görüşler [The effect of argumentation on metacognitive and logical thinking skills in science and technology teacher trainees and opinions about argumentation]. Eğitim Bilimleri Araştırma Dergisi, 4 (2), 163-171.
Aydogan, N., Polat, H., Cankaya, O., & Emre, F.B. (2017). Effect of learning approaches of pre-service science teachers on the argument create skills. SHS Web Of Cenferences, 37, 01044.
Chairmanship of the Training Board, (2005). İlköğretim Fen ve Teknoloji Dersi 4. ve 5. Sınıflar Öğretim Programı Kılavuzu [Elementary Science and Technology Lesson 4th and 5th Grade Curriculum Manual]. Available from: http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
Chairmanship of the Training Board, (2006). İlköğretim Fen ve Teknoloji Dersi 6., 7. ve 8. Sınıflar Öğretim Programı [Elementary Science and Technology Lesson 6th, 7th and 8th Grade Curriculum Manual]. Available from: http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
Chairmanship of the Training Board, (2013). Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Science Course (3rd, 4th, 5th, 6th, 7th and 8th Grades) Teaching Program]. Available from: http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
Chen, C. H., & She, H. C. (2012). The impact of recurrent on-line synchronous scientific argumentation on students' argumentation and conceptual change. Educational Technology & Society, 15(1), 197-210.
Choi, A. (2008). A Study of Student Written Argument Using The Science Writing Heuristic Approach in Inquiry Based Freshman General Chemistry Laboratory Classes, May 2008, UMI Microform 3323405 Copyright 2008 by ProQuest LLC.
Demirci, B. (1993). Çağdaş fen bilimleri eğitimi ve eğitimcileri [Contemporary science education and educators]. H.Ü Eğitim Fakültesi Dergisi, 9, 115–124.
DEMİREL, R. (2015). The effect of ındıvıdual and group argumentatıon on student academıc achıevement ın force and movement ıssues. Journal of Theory and Practice in Education, 11(3), 916-948.
Erduran, E., Simon, S., & Osborne, J. (2004). Tapping into argumentation developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88 (6), 915-933.
Felton, M., & Kuhn, D. (2001). The development of argumentive discourse skills. Discourse Processes, 32, 135-153.
Garnett, P.J., Garnett, P.J., & Hackling, M. W. (1995). Refocusing the chemistry lab: a case for laboratory-based investigations. Australian Science Teacher Journal, 41, 26-32.
Gillies, R. M., & Khan, A. (2009). Promoting reasoned argumentation, problem-solving and learning during small-group work. Cambridge Journal of Education, 39(1), 7-27.
Hançer, A.H., Uludağ, N., & Yılmaz, A. (2007). Fen bilgisi öğretmen adaylarının kimya dersine yönelik tutumlarının çeşitli değişkenlere göre değerlendirilmesi [Evaluating science teacher candidates' attitudes towards chemistry course according to various variables]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 100-109.
Hofstein, A., & Lunetta, V.N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52, 2, 201-217.
Hofstein, A., & Lunetta. V. N. (2003). The laboratory in science education: foundations for the twenty-first century. Science Education, 88, 1, 28-54.
Kaya, O.N., & Kılıç, Z. (2010). Fen sınıflarında meydana gelen diyaloglar ve öğrenme üzerine etkileri [Dialogues in science classes and their effects on learning]. Kastamonu Eğitim Dergisi, 18(1), 115 – 130.
Kırıkkaya, E. (2010). Lise öğrencilerinin bilime ve bilim insanlarına karşı ilgi ve yöneliminde fen dersleri ve fen öğretmenlerinin rolü [The role of science teachers and science teachers in the interest and orientation of high school students towards science and scientists]. Kastamonu Eğitim Dergisi, 18(1), 99 – 114.
Lunetta, V.N. (1998). International handbook of science education: The School Science Laboratory: Historical Perspectives and Context for Contemporary Teaching. In B. Fraser and K. Tobin (eds.) pp. 349-264. Dordrecht: Kluwer Academic Publishers.
Morgan, C. T. (1991). Psikolojiye Giriş [Introduction to Psychology]. 8. Edition (H. Arıcı, O. Aydın Trans.). Hacettepe Üniversitesi Psikoloji Bölümü Yayınları, Ankara.
Morgil, I., Seyhan, H.G., & Seçken, N. (2009). Proje destekli kimya laboratuvarı uygulamalarının bazı bilişsel ve duyuşsal alan bileşenlerine etkisi [The effect of project supported chemistry laboratory applications on some cognitive and affective domain components]. Journal Of Turkish Science Education, 6 (1).
Nuhoğlu, H. (2008). İlköğretim fen ve teknoloji dersine yönelik bir tutum ölçeğinin gelitirilmesi [Developing an attitude scale towards primary science and technology course]. lköğretim Online, 7(3), 627-639.
Nussbaum, E. M. (2011). Argumentation, dialogue theory, and probability modeling: Alternative frameworks for argumentation research in education. Educational Psychologist, 46(2), 84-106.
Oruç, M. (1993). İlköğretim okulu II. kademe öğrencilerinin fen tutumları ile fen başarıları arasındaki ilişki [Relationship between science attitudes and science achievement of secondary school 2nd grade students]. (Unpublished scientific master’ thesis). H.Ü., Fen Bilimleri Enstitüsü, Ankara.
Özdoğan, T., Öner, F., Kara M., & Gümüş, S. (2003). Fen bilgisi laboratuar uygulamaları I-II dersinde karşılaşılan güçlükler ve çözüm önerileri [The difficulties and the solutions faced at Science laboratory applications I-II]. Milli Eğitim Dergisi, 157.
Pickering, M. (1980). Are lab courses a waste of time? The Chronicle of Higher Education, 19, 80.
Tobin, K.G. (1990). Research on science laboratory activities: in pursuit of better questions and answers to improve learning. School Science and Mathematics, 90, 403-418.
Torun, F., & Şahin, S. (2016). Argümantasyon temelli sosyal bilgiler dersinde öğrencilerin argüman düzeylerinin belirlenmesi [Determination of argumentation levels of students in argumentation based social studies course]. Eğitim ve Bilim, 41, 186, 233-251.
Toulmin, S. (1964). The uses of argument. Cambridge: Cambridge University Press
Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). Fen bilimleri laboratuvar uygulamalarının değerlendirilmesi [Evaluation of science laboratory applications]. Türk Eğitim Bilimleri Dergisi, 2(4), 465-475.
Yamak, H., Kavak, N., Bilici, S.C., Bozkurt, E., & Peder, Z.B. (2012). Fen bilgisi laboratuarına yönelik tutum ölçeğinin geliştirilmesi: geçerlik ve güvenirlik analizleri [Development of attitude scale towards science laboratory: validity and reliability analysis]. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Haziran, Niğde.
Yılmaz, A., & Morgil, İ. (1999). Kimya öğretmenliği öğrencilerinin laboratuvar uygulamalarında kullandıkları laboratuvarların şimdiki durumu ve güvenli çalışmaya ilişkin öğrenci görüşleri [Current views of laboratories used by chemistry teacher students in laboratory applications and students' views on safe working]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 15: 104 – 109.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 ASES EDUSCI (INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES) ISSN: 2822-6844
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal is licensed under a 