Argümantasyona Dayalı Araştırma-Sorgulamaya Uygulamalarının Fen Öğretmen Adayı Eğitimindeki Etkililiği

The targeted teacher profile for the 21st century includes ability to become competent in many areas based on knowledge, skills (cognitive skills, internal social research learning-teaching skills), and values that fit needs of age. This study aimed develop, implement, evaluate argumentation-based inquiry teaching practices training qualified science teachers. In this context, first, were developed educate individuals with mental flexibility; look at events from different perspectives think alternative ways are necessary century. Second, planned applied 14 weeks “Science Literacy” elective course. To effect implementation, candidates’ scientific process high-level thinking consideration nature investigated. A “concurrent triangulation design” was used mixed methods research. group comprised 38 candidates. Quantitative data collected using a test, critical disposition instruments, metacognitive awareness inventory, views test. Qualitative through semi-structured interview documents (reflective learning diaries, reflective evaluation notes). results show quantitative qualitative findings support each other. It determined carried out during contributed development tendencies, awareness, about science.