Abstract:

This study has studied the impact of experimental design practices based on the scientific process skills and the argument-based experimental design on the knowledge of the teaching candidates on the knowledge of the nature of the science. The study used a semi-experimental model of the pre-test/son-test control group. The study was carried out with the participation of 71 science knowledge teachers candidates, including the argumentation-based work group (ACG) 34 and the scientific process skills-based work group (BSBÇG) 37. During the study process, AÇG designed chemical experiments based on the argumentation, while BSBÇG designed experiments aimed at achievements in the subject matter and nature fields included in the 2018 Science curriculum. The Nature Scale of Scientific Knowledge was applied before and after the study to determine the understanding of the teaching candidates about the nature of science. In the analysis of data, t tests were used for independent and dependent samples. The results of the analysis have been observed that a difference in the nature of the scientific knowledge of the ACHG teacher candidates is statistically meaningful and more positive compared to the BCHG teacher candidates. The study also concluded that the argument-based experimental design method has a positive impact on the understanding of the nature of science by scientists, while the scientific process skills-based experimental design method has no positive impact.