The Effects of an Argument-Based Inquiry Approach On Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers

摘要: The aim of this study was to investigate the effect university-level application an ArgumentBased Inquiry Approach, as compared traditional laboratory teaching method, on ability students learn about optics and demonstrate critical thinking. In quasi-experimental study, pretest-posttest scores CCDTI were used data collection tools. sample consisted a total 44 receiving lessons in science education applications two separate classes within Faculty Education at small university north Turkey school year 2013-2014. While control group carried out experiments using experimental activities groups three four based research ABI approach. Students both performed seven activities. we pretest posttest results. Cronbach’s alpha reliability coefficient test determined be 0.71. addition, scale, adapted into Turkish, beginning end attempt determine change students’ capacity for findings show that use approach provides statistically significant contribution success learning optics. Moreover, it established argument-based produces differences tendencies towards thinking method.