Kübra SEYİS UĞURLU – Zehra ÖZDİLEK
In this study, it was examined the effect of the argumentation and science process skill based experimental designing on the nature of science (NOS) understanding of pre-service science teachers. In the study, pre-and post-test semi-experimental model was used. The study was carried out with the participation of 71 pre-service science teachers, 34 of whom being the argumentation-based study group (ABG) and 37 whom being the scientific process skills-based study group (SPSG) who enrolled the Experimental Designs in Chemistry course in 2017-2018 spring semester. During the process of the study, the ABG has designed argumentation based chemistry experiments, while the SPSG has designed experiments for the achievements of the Nature of Matter units included in the 2018 Science Course Curriculum. In order to determine pre-service science teachers’ understanding of NOS, a 48-item the Nature of Scientific Knowledge Scale was applied as a pre- and post-test respectively.In order to analyze the data, dependent and independent t-tests were used. As a result of the findings, it has been observed that there is a statistically significant and more positive difference in terms of understanding the NOS in the context of ABG. In the study, it was concluded that argumentation-based experiment design method has a positive effect on pre-service science teachers’ understanding of the NOS, whereas scientific process skills based experiment design method did not have a positive effect.It was observed that SPSG generally designed experiments for basic process skills and used less integrated process skills. It is thought that the involvement of process skills integrated with the basic processes during the experimental design will contribute to the development of higher-order thinking skills and in this case can also improve the understanding of the nature of science positively.