Effect of learning approaches of pre-service science teachers on the argument create skills

Abstract

The aim of this study is to investigate the relationship between science teacher candidates’ ability to construct an argument and learning approaches. For this purpose, the “Learning Approach Scale” was applied to Inonu University Educational Faculty Science teachers ‘first grade students’, and the results were compared with the arguments which were created by the same students. The findings shows that there is a significant relationship between their argument create skills and learning approaches.

Keywords

• Argument Create Skills
• Learning Approach
• Science Education
• Pre-Service Science Teachers