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Abstract. 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 Doğanyol, 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.

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Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının temel laboratuvar fen bilgilerinin ölçülmesine yönelik geçerli ve güvenilir bir başarı testi geliştirmektir. Araştırmada kesitsel desenli tarama yöntemi kullanılmıştır. Araştırmanın evreni, 2018-2019 eğitim-öğretim yılında öğrenim görmekte olan İnönü Üniversitesi Eğitim Fakültesi Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Öğretmenliği Lisans Programındaki 125 öğretmen adayından oluşmaktadır. Araştırmada veri toplama aracı olarak tarafımızca geliştirilen 'Temel Fen Laboratuvarı Başarı Testi' kullanılmıştır. Test geliştirme sürecine uygun olarak geliştirilen ölçme aracının geçerlik ve güvenirlik analizleri, pilot uygulamadan sonra TAP madde ve test analiz programı ile yapılmıştır. Analiz sonucuna göre yapılan düzenlemelerden sonra yeterli düzeyde geçerli ve güvenilir bir başarı testi elde edilmiştir. Test son haliyle, 10 adet fizik, 10 adet Kimya ve 10 adet de biyoloji laboratuvarına ait olmak üzere 30 çoktan seçmeli sorudan oluşmaktadır.

The purpose of the present study is to investigate the relation between the scientific processing skill levels of the teacher candidates of Classroom Teachers Department and their laboratory attitudes and science achievements. For this reason, "Scientific Processing Skill Test" and "Laboratory Attitude Test" were applied to the second grade students of InonuUniversity, Education Faculty, Class room Teachers Department.The data were evaluated by using the SPSS 16.0 Program. The results showed that there is a significant relation between the laboratory attitudes, scientific processing skills, and science achievements of the students.

The present study aims to investigate the relationship between pre-service science teachers' argumentation skills and cognitive flexibility levels. Within the scope of the study, an argumentation-based science laboratory application was applied to first year science teaching students for 4 weeks. The arguments were assessed by eight faculty members and doctoral students. The Argumentation Assessment Rubric (Choi, 2008) was used to assess the quality of the written arguments. The quality of the arguments and descriptions used by the students in the reports were evaluated as total writing scores. The “Cognitive Flexibility Inventory” developed by Dennis and Vander Wal (2010) was employed to assess the cognitive flexibility levels of pre-service teachers. Simple Correlation analysis and Simple Linear Regression analysis methods were used to determine the relationship between the sub-dimensions of cognitive flexibility inventory and argumentation skills of pre-service science teachers and the effect of cognitive flexibility levels on argumentation skills. The results showed that there was a significant relationship between pre-service teachers’ cognitive flexibility levels and argumentation skills.