Author :
Abstract
Problem-solving, inquiry, decision-making, and supporting these decisions on solid grounds are among the skills expected from today’s individuals. Experiences in inquiry-based learning environments are crucial for individuals to fulfill these requirements. In this context, the research aims to determine the opinions and experiences of 24 science teacher candidates who participated in the Argumentation-Based Inquiry (ABI) approach practices, one of the inquiry activities. Research data were collected through student journals. The research aimed to determine the feelings and thoughts of teacher candidates regarding argumentation practices with student journals. Research data were analyzed using the content analysis method. Some of the results obtained in the study are as follows. Teacher candidates stated that the ABI approach made the course entertaining and interesting. They stated that they can actively participate in the process so that the knowledge they have gained regarding the answers to the questions they seek becomes more meaningful. Further, teacher candidates have often expressed in the journals that they have an important awareness to be able to make claims in this process and to support their claims with evidence, i.e., to defend their ideas.
Keywords
Abstract
Problem çözme, araştırma-sorgulama yapma, karar verme ve bu kararları gerekçelerle destekleyebilme günümüz bireylerinden beklenen yeterlilikler arasında yer almaktadır. Bireylerin kendilerinden beklenen bu yeterlilikleri yerine getirebilmelerinde araştırma-sorgulamaya dayalı öğrenme ortamlarında edindikleri deneyimler çok önemlidir. Bu bağlamda araştırmanın amacını araştırma-sorgulama aktivitelerinden biri olan argümantasyon tabanlı bilim öğrenme yaklaşımı (ATBÖ) uygulamalarına katılan 24 fen bilgisi öğretmen adayının bu sürece ilişkin görüş ve deneyimlerinin belirlenmesi oluşturmaktadır. Araştırma verileri öğrenci günlükleri aracılığıyla toplanmıştır. Öğrenci günlükleriyle öğretmen adaylarının argümatasyon uygulamalarına ilişkin duygu ve düşüncelerini neler olduğunun belirlenmesi amaçlanmıştır. Araştırma verileri, içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırmada elde edilen sonuçlardan bazıları şu şekildedir: öğretmen adayları ATBÖ yaklaşımının dersi eğlenceli ve ilgi çekici hale getirdiğini ifade etmişlerdir. Sürece aktif katılabildiklerini böylelikle cevap aradıkları soruların yanıtlarına ilişkin edindikleri bilgilerin kendileri için daha anlamlı hale geldiğini belirtmişleridir. Ayrıca öğretmen adayları bu süreçte iddia oluşturabilme, iddialarını delillerle destekleme yani fikirlerini savunabilme yönünde önemli bir farkındalık yaşadıklarını tutmuş oldukları günlüklerde sık sık dile getirmişlerdir.
Keywords
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