Original article | International Journal of Research in Teacher Education 2023, Vol. 14(1) 54-72
Hatice Güngör Seyhan & Gülseda Eyceyurt Türk
pp. 54 - 72 | DOI: https://doi.org/10.29329/ijrte.2023.523.4 | Manu. Number: MANU-2211-23-0001
Published online: March 28, 2023 | Number of Views: 83 | Number of Download: 320
Abstract
The aim of this study is to determine the effect of the Predict-Observe-Explain technique conducted within the scope of argumentation-supported learning on the conceptual understanding of prospective science teachers on "Electrolytic conductivity". Based on this main purpose action research in practice-based was applied in the study. It was observed that prospective science teachers often constructed non-scientific arguments and had difficulty in justifying many of their arguments before the implications. After the implications, it was observed that the prospective science teachers had the targeted arguments and were able to write grounds and rebuttal in the categories of completely/partially correct to their arguments.
Keywords: Argumentation-supported learning, chemistry-II course, electrolytic conductivity, predict-observe-explain technique, prospective science teachers
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