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    Effect of learning approaches of pre-service science teachers on the argument create skills
    (E D P Sciences, 2017) Aydogan, Nilay; Polat, Huseyin; Cankaya, Ozlem; Emre, Fatma Bilge
    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 made 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.
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    The effect of the argumentation method on student success
    (E D P Sciences, 2016) Polat, Huseyin; Emre, Fatma Bilge; Aydogan, Nilay
    The objective of this study is to research into the effect of the argumentation method of study on the success of 7th grade primary school students in regard to the atomic structure. This study was conducted in a primary school located in the District of Doganyol, the City of Malatya during 2nd term of 2013-2014 school years. The sampling of this study consists of 25 students in total, 12 of whom are male and 13 of whom are female. This is a quasi-experimental study in which a pre-test and a post-test were performed. In the data analysis, the T-test was performed for the unrelated samples. According to the data obtained as the result of the test/experiment, a significant difference was found in favor of the experimental group.
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    Misconceptions about the particulate structure of science teacher candidates
    (E D P Sciences, 2017) Polat, Huseyin; Emre, Fatma Bilge
    The aim of this study is to determine preservice science teachers' misconceptions related particulate nature of matter. For this purpose misconceptions evaluation tool about particulate nature of matter was prepared 118 preservice science teachers who 48 of them first grade and 70 of them fourth grade was applied. The findings show that preservice science teachers' misconceptions about the atomic structure is more than the other concepts. Misconception related to the concept of element is minimum. Also there is no significant differences between the first and fourth grade in the misconceptions measurement tool about particulate nature of matter.