No abstract

No abstract

Bu çalışmanın amacı, farklı sınıf düzeylerindeki öğrencilerin fen öğrenme becerilerinin çeşitli değişkenlere göre nasıl değiştiğini araştırmaktır. Ayrıca araştırma ortaokul öğrencileri ve fen * Bu çalışma birinci yazarın yüksek lisans tezinden üretilmiştir.

The purpose of the study is to determine the effect of argumentationbased inquiry approach (ABI) and STEM-supported ABI approach on students' academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

The purpose of this study is to investigate the extent to which the argumentation based inquiry approach carries the dimensions of the constructivist learning environment (student-centered, suggestive, collaborative, life-relevance, the concurrent of teaching and assessment and bringing different view points), and how the learning process takes place through the opinions of preservice teachers. It was designed as the embedded descriptive research method. This study was conducted with pre-service science teachers (N=50) in the Department of Science Education of a university located in northeast region of Turkey by purposive sampling method. The data of the research was obtained from semi-structured interviews and "Constructivist Learning Environments Scale". The data was analyzed by SPSS program. In the analysis of quantitative data, arithmetic mean, standard deviation, frequency and percentage from descriptive analysis were used. Semi-structured interviews were transcribed and analyzed by content analysis method. As a result of the research, it was determined according to the opinions of pre-service teachers who had training based on argumentation that the learning environment in which the argumentation based inquiry approach was carried out provided the characteristics of the constructivist learning environment to a large extent. Also It was determined that pre-service teachers who experienced the argumentation based inquiry process changed their perspectives on learning and made better understanding of constructivist learning.