The Effect of Argumentation-supported Problem Based Learning on the Achievements of Science Teacher Candidates Regarding the Subjects of Gases and Acids-Bases

Yıl 2020, Cilt: 9 Sayı: 2, 440 - 463, 05.06.2020

Gülseda Eyceyurt Türk , Ziya Kılıç

https://doi.org/10.14686/buefad.643630

Cited By: 1

Öz

Important criticisms of classes where problem-based
learning (PBL) has been applied as an educational approach include situations
in which students only learn part of a subject; in other words, they miss
important information and do not learn the subject completely. There is much
research in the literature showing that in classes where the argumentation
method is applied, the conceptual learning of students develops significantly.
In this study, our aim was to investigate whether the missing element in the
PBL method could be supplied by supporting the PBL method with argumentation during
a class on the topic of acidity/alkalinity and gases. In the research, a non-equivalent (pre-test and post-test) control-group design was used. The research sample was composed of 140 science
teacher candidates at three different branches within the context of scientific
laboratory applications lessons in the third year at a state university in
Turkey. The study was carried out with two experimental groups and one control
group. In one of the experimental groups, problem based learning (PBL) was
applied (N=44), and, in the other experimental group, argumentation-supported problem
based learning (AS-PBL) was applied (N=46. In the control group, a traditional teaching
approach (TTA) was carried out. The study was eight weeks in duration (N=50).
Data was collected through a) the acids/bases academic achievement test and b) the
gases academic achievement test and were analyzed by t-test and ANOVA (analysis
of variance). The results revealed that the academic achievement of the
students in the experiment group where teaching method AS-PBL was applied
regarding acids/bases and gases were higher than the academic achievement of the
students in the other experimental group at a significant level. The academic achievement of students in the group where the PBL method
was applied was even lower than the academic achievement of students in the control
group. This situation was an indication that the starting point of the research
was correct. In this study, by completing the missing part of the PBL, the use
of argumentation increased achievement.

Anahtar Kelimeler

problem-based learning, argumentation, pre-service science teachers

Kaynakça

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