The effect of a cooperative argumentation model on listening and inquiry skills and argument level

Abstract

The aim of this study was to determine the effect of a cooperative argumentation model on the listening and inquiry skills and argument level of pre-service science teachers (PSTs). A mixed method was used. The sample consisted of 54 preservice science teachers. Two experimental groups were studied and the study was conducted in the Special Issues in Biology course. Co-learning of the cooperative learning model was used in the experimental group (CLG, n=31). Argumentation and colearning of the cooperative learning model were used in the other experimental group (CLAG, n=23). To collect data, the Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), and written arguments were used. For analyzing the quantitative data the independent samples t test and Mann-Whitney U test were applied. To analyze the qualitative data content analysis was used. A significant difference was found in favor of the CLAG in terms of listening skills (p<.05). However, there was no significant difference between the groups in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types, they mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values, and inquiry within the framework of an economics perspective. In addition, the levels of arguments formed by the PSTs developed throughout the process.

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

“…Teachers and professors have worked on the best ways and means to provide an interactive learning environment to attract the attention of learners with special needs and urge them to exchange opinions and experiences (Aktepe et al, 2021;Okumuş, 2021 ;Radianti et al, 2020). COVID-19 has disrupted the teaching-learning process of learners and teachers because of the closure of schools and colleges in the face-to-face mode.…”