Effect of the Argumentation-Supported PBL on the Determination of PreService Science Teachers' Misconceptions about the Particulate, Space, and Motion Nature of Matter

Abstract

Within the scope of the study, the effect of the argumentation-supported problem based learning method on the detection of the misconceptions of the students studying in the Department of Science Education about "Particulate, Space and Motion Nature of Matter" was examined. Based on this main purpose action research in practice-based was applied in the study, one of the qualitative research methods. The study group of the research consists of 22 pre-service science teachers. It was observed that pre-service science teachers structured non-scientific claims, could not provide sufficient grounds, and could not use their rebuttal skills adequately before the implications. After the implications, it was observed that the pre-service science teachers had the targeted arguments and were able to write grounds and rebuttal in the categories of completely/partially correct to their arguments.

The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier’s Principle

“…In a study examining students' misconceptions about the "Particulate, Space, and Motion Nature of Matter", it was observed that students were busy with more unscientific claims before the AS-PBL application and they could not use their supporting and rebuttal skills adequately. As the students repeated and experienced the activities in the practices frequently, it was determined that most of them had targeted arguments and were able to use both their justification and rebuttal skills more frequently (Okur & Güngör Seyhan, 2021). In another study on the use of argumentation-supported problem-based learning (AS-PBL) in pre-service science teachers' learning on the topic of "colligative properties", it was observed that preservice science teachers had misconceptions about chemistry; They were able to present only one conclusion sentence for the questions asked about the subject before the application.…”

“…It is emphasized that in problem-based learning, it may be advantageous to integrate argumentation-supported applications, especially in the discussion stage, to compensate for the lack of knowledge acquisition in students (Kelly & Finlayson, 2009;Nussbaum & Edwards, 2011). As a result, argumentation-supported PBL has an important role in science teacher education and research revealed that these applications will increase students' science academic achievements and in eliminating misconceptions about chemistry in students (Okur & Güngör Seyhan 2021).…”

“…Argumentation-based learning is one of the educational environments where students often find the opportunity to use their 21 st -century skills, such as the ability to use various strategies in the process of solving problem situations that reflect real-world problems, to enter the scientific discussion process by evaluating the claims with data and grounds, to think critically, to make judgments, to use scientific thinking skills, and to make scientific decisions (Eyceyurt Türk & Kılıç, 2020). In relevant literature, argumentation-based learning have shown to provide positive changes in many cognitive and affective variables in students: increase in students' social understanding and environmental awareness (Fettahoğlu, 2016), development of argument skills (Topçu & Atabey, 2017) and higher-order thinking skills (Yıldırır & Nakiboğlu, 2014), increase in science achievement (Öğreten & Uluçınar, 2014) and conceptual understanding (Acar, Tola, Karaçam & Bilgin, 2016;Eyceyurt Türk & Güngör Seyhan, 2022;Okur & Güngör Seyhan, 2021;Tezel & Yaman, 2017), positive change in metacognitive strategies (Aydın & Kaptan, 2014;Ulu & Bayram, 2014), the establishment of science culture in students, activating scientific reasoning and logic skills, and gaining scientific literacy (Jiménez-Aleixandre & Erduran, 2008).…”

“…It is stated in relevant literature that the causes of misunderstandings in students may be due to missing and/or incorrect information, the inability to associate scientific information with daily life, and the lack of motivation (Güneş, 2010). Common misconceptions in science education in recent years are as follows (Güneş, 2010): electrochemistry (Garnett & Treagust, 1992;Yılmaz et al, 2002;Çalık & Ayas, 2005), mass and weight, reaction rate (Garnett & Treagust, 1992;Yılmaz et al, 2002;Çalık & Ayas, 2005), heat and temperature (İşcan & Güngör Seyhan, 2021;Yavuz & Büyükekşi, 2011), colligative properties (Coştu, Ayas, Açıkar ve Çalık, 2007;Çalık & Ayas, 2008;Demircioğlu & Vural, 2014;Eyceyurt Türk & Güngör Seyhan, 2022), acids and bases (Bradley & Mosimege, 1998;Hand & Treagust, 1991;Nakhleh & Krajcik, 1994;Özmen & Demircioğlu, 2003;Sisovic & Bejovic, 2000), particulate nature of matter (Okur & Güngör Seyhan, 2021), lifting force, gases (Eyceyurt Türk & Kılıç, 2020;Yavuz & Çelik, 2013;Şenocak, Taşkesenligil & Sözbilir, 2007), chemical balance (Bilgin, Uzuntiryaki & Geban, 2003), pressure, force and motion, cell and atom.…”

“…In addition, it is more important to learn the solution method rather than the solution to the problem (Peterson & Treagust, 1998). Argumentation-based learning (ABL) is one of the learningteaching environments that enable students facing problems to deal with the subjects of the lesson as a reflection of real-world problems as in problem-based learning method (Okur & Güngör Seyhan, 2021;Eyceyurt Türk & Güngör Seyhan, 2022). In this learning-teaching environment, students try to reach a conclusion using their knowledge, do research, and discuss the available data with their groupmates during the problem-solving process (Ali, Hukamdad, Akhter & Khan, 2010;Tosun, Tatar, Şenocak & Sözbilir, 2015).…”