Özet:

In this study, the impact of the application of the collaborative learning and argumentation model in the course of special subjects in biology on the academic achievements of teachers candidates, critical thinking trends, and attitudes towards social-moving subjects is studied. The research was carried out in two experimental groups with 58 science knowledge teachers candidates who continued to the fourth class of the Atatürk University's science knowledge teaching (United Learning Group-BÖG; United Learning Argumentation Group-BÖAG). In BÖG, the collaborative learning method is applied in accordance with the structural approach. In BÖAG, in addition to learning together, the argumentation activities were applied. Data collection tools have been used in biology as a specific subjects success test (BOCT), the critical thinking tendencies scale (EDEÖ) and the attitude scale (SBKTÖ) towards social-mobilistic subjects. Data collection tools are valid and reliable. For the analysis of the data, the normality tests were first performed, then the Mann-Whitney U and the independent sampling t tests were performed. The study identified a significant difference in the benefit of BÖAG in terms of EDEÖ and SBKTÖ data (p<,05), while there was no significant difference between the groups in terms of BÖKBT data (p>,05). The application of collaborative learning alone and together with the argumentation model has shown similar effects in terms of academic success. However, in critical thinking trends and attitudes towards social-moving issues, the collaborative learning method supported by argumentation has been shown to be more effective.

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