Özge AYDIN [1] , Fitnat KAPTAN [2]
In this study, it was aimed to determine the opinions about argumentation by examining the effect of the model of processing argumentation in different ways in pre-service teacher education on the metacognitive and logical thinking skills of pre-service science-technology teachers. The study group of the research consists of the group of 135 students studying at Hacettepe University Science Teaching Department in the academic year of 2010-2011 and 2011-2012. As the research method, pre-test-post-test control group design among the experimental designs, and the method in which qualitative and quantitative data are used together among the data collection methods were preferred. In the quantitative dimension of the study, In collecting the data, "Metacognitive-Oriented Classroom Environment Scale-Science" and "Logical Thinking Skills Scale" were applied to the groups and the t-test was used to examine the effect of these skills. In the qualitative dimension, in order to determine the reflections of argumentation-based practices on pre-service teachers, the data obtained from interviews with pre-service teachers were analyzed with content analysis. When the quantitative data are analyzed, it is seen that the group in which the lesson on these skills was taught on the basis of argumentation among groups was positively affected. When the qualitative data are examined, the teaching of the teacher candidates, the association of argumentation with science-technology education, the effect of argumentation on the skills gained in science-technology education, using argumentation in lessons during teaching, It is seen that they express opinions on the usability of argumentation in science-technology education, the association and comparison of argumentation with other methods-techniques, the advantages and limitations of argumentation, and the role of the teacher in argumentation applications. As a result of the study, it was suggested that argumentation-based activities should be applied in different courses and in interdisciplinary dimensions to pre-service teachers in each branch.
