Abstract:

Abstract The aim of the study was to examine the impact of the use of argument maps by final year students of the science-teaching program on critical thinking. In the research, out of experimental research models, quasi-experimental pre-test-post-test control group design was used. Sample of the study consisted of 84 final year pre-service science teacher studying in three different classes in the fall semester of 2017-2018 academic year. While one of these classes was identified as control group, the other two classes were determined to be experimental groups at the beginning of the study. In the control and experimental groups, lectures on the subject of “Optics” were held with the Argument Based Inquiry (ABI) approach for 8 weeks in total. Different from control groups, experimental groups created eight individual argument maps in total within the framework of weekly subjects. In addition to the individual argument maps, one of the experimental groups created collaboratively argument maps for 4 weeks. collaboratively argument map practices were performed with 17 small groups consisting of two persons. Researchers were involved in the collaboratively map creation process as guides. Critical Thinking Test was used as measurement tool at the beginning and end of the practices. Data were analysed through one-way ANOVA via the SPSS program. At the end of the analysis, it was concluded that individual and collaboratively argument mapping practices were effective in the development of critical thinking skills of the pre-service teachers. Author Biographies Esra Kabataş Memiş, Kastamonu University Turkey [email protected] 0000-0002-8272-0516

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