Aim of this research is to evaluate the impact of argumentation in the chemistry laboratory on conceptual comprehension of students. This research follows a triangulation design, categorized under mixed-method design variations, which include both qualitative and quantitative research designs. The research is conducted with 91 first grade university students studying in two different classes of the Department of Science Education, Kazım Karabekir Education Faculty at the Ataturk University, located in eastern Turkey. One class was randomly designated as the experimental group, with another as the control group. Research data was collected via a General Chemistry Laboratory Concept Test (GCLCT) containing 33 items, a test containing ten open-ended items, a semi-structured interview form, and a written feedback form, all designed by the researchers. Data from the GCLCT were analyzed through predictive statistics method, while data from the open-ended questions, semi-structured interview and written feedback form were analyzed through the descriptive analysis method. It is concluded from this research, that there is statistically significant difference between the GCLC post-test averages of the experimental and control groups. It was found that when compared to the control group, the proportion of experimental group students who answered the GCLC post-test items correctly is higher. In addition to this, the proportion of students who demonstrated misconceptions were higher in the control group students compared to the experimental group. It is concluded by this research, that argumentation provides more effective results in terms of comprehension of fundamental chemistry concepts, when compared to a traditional approach.

Öz: Bu çalışmada, geleneksel ölçme ve değerlendirme araçlarına alternatif olan Tanılayıcı Dallanmış Ağaç (TDA) tekniği kullanılarak geliştirilen kavram testi ile öğrencilerin bazı kimya konularında alternatif kavramlara sahip olup olmadıklarını belirlemektir. TDA, geleneksel ölçme ve değerlendirme araçlarından yapısı ve amacının farklı olmasıyla dikkat çekmektedir. Çalışma tarama yöntemi ile yürütülmüştür. Çalışma Dumlupınar Üniversitesi Eğitim Fakültesi Sınıf öğretmenliği Anabilim Dalı ve Fen Bilgisi Eğitimi Anabilim Dallarında öğrenim gören 222 öğretmen adayı ile gönüllülük esasına dayalı olarak gerçekleştirilmiştir. Çalışmadan elde edilen verilerin analizinde betimsel istatistiki yöntem kullanılmıştır. TDA tekniği ile hazırlanan kavram testinin analizinden elde edilen bulgular neticesinde öğretmen adaylarının madde ve özellikleri, elementler, bileşikler, çözeltiler ve koligatif özellikler, metaller, fiziksel ve kimyasal değişimler, asitler ve bazlar, kimyasal bağlar, ısı ve sıcaklık kimya konuları ile ilgili alanyazında vurgulanan alternatif kavramlara sahip oldukları ortaya konmuştur.

Research results demonstrate that there is a gap between educational research and practice. Turkey is not an exception in this case. This study aims to examine to what extent and how educational research and resources are being followed, understood and used in classroom practices by science teachers in Turkey. A sample of 968 science teachers working at junior high schools in Eastern Anatolia region of Turkey was surveyed. The data were collected through a questionnaire consisting of multiple-choice and open-ended questions. The results indicate that the most common sources of information used by teachers to follow educational research are "internet"; "radio", "television" and "newspapers"; "scientific magazine journals"; and "educational books" respectively. In contrast, the least followed sources of information used by teachers are "educational symposiums, conferences and workshops", and "educational scientific journals" and "dissertations". 18.7% of science teachers stated that they could understand scientific educational research. Science teachers' level of applying the educational research results into practice was found as 5.7 %.

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The aim of this study is to indicate students' views about a research which is oriented towards the phases of 7E learning model and multimedia supported practices in teaching of some concepts. The research was applied to 5th grade students who are educated in state school bound to National Education Ministry in the fall semester during the years 2014-2015. In the research, the unit "The Change of Matter" is taught with the help of multimedia supported practices according to 7E learning model. The research is qualitative approach and case study have been applied to this study. As a data collection tool, "Multimedia supported practices' Process Evaluation Form" which consists of open-ended questions is used. Content analysis is utilized while analyzing the data obtained from the result of multimedia supported practices' Process Evaluation Form. At the end of the research, it is revealed that information and communication technology ought to be used more and course materials which are designed so as to appeal more sense organs are important in Science teaching. Moreover, it is pointed out that the phases of 7E learning model frequently arouse curiosity among students. Encouraging students to study in groups makes many beneficial contributions to the communication among students as well as sparking them towards Science course through relating the past knowledge of the students with their daily life.