Abstract:

This study is aimed at determining the impact of collaborative-argumentation practices on the scientific knowledge of teachers candidates on academic achievements and questioning skills in the environmental science course. For this purpose, a semi-experimental pattern has been adopted. The research was conducted in the pre-test-final test comparative group pattern and worked with two experimental groups, jigsaw group of collaborative learning (JG) and jigsaw-argumentation group (JAG). The examples of the study are formed by 64 scientists candidates who studied in the 3rd class of the Atatürk University of Science Knowledge Teaching. The data was collected with the help of the Environmental Success Test (CBT) developed by the researcher and the Survey Skills Scale (SBÖ) developed by Aldan Karademir and Saracaloğlu (2013). The reliability of the CBT is calculated as KR-20=.70 and the reliability of the SBÖ is calculated as α=.87. In the analysis of the data, the Mann Whitney U test and the independent sampling t test were used, the effect size was calculated. According to the results obtained from the research, the scientific knowledge of collaborative argumentation practices has not improved the environmental success of the teacher candidates, the collaborative group (JG) has been statistically more successful (p< .05). Also, there is no statistically significant difference between the groups in questionnaire skills (p> .05). From here, it can be said that the argumentation model cannot create the expected effect in increasing the questioning skills.

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