Argümantasyon Tabanlı Sorgulayıcı Araştırma Yönteminin Yazmaya Etkisinin Ötesinde: Öğrencilerin Bilişsel ve Duyuşsal Beklentilerinin İncelenmesi

Abstract

The purpose of the present study was to investigate whether pre-service teachers' cognitive and affective expectations were met after participation of lab investigations that were designed based on the ADI instructional model. Based on Novak' theory of learning, when the students get responsibilities to connect new knowledge with existing one, students stand active role in generating knowledge through experiences. In order to determine whether the cognitive and affective expectations of pre-service teachers are fulfilled by their experiences in a science laboratory course, weak experimental design was utilized in this study. Participants' experiences and expectations were measured with Meaningful Learning in the Laboratory Instrument developed by Galloway and Bretz (2015). Third grade pre-service science teachers attended ADI activities as a part of their regular course through 11 weeks. Through ADI activities pre-service teachers had a chance to engage variety of scientific activities such as designing investigations, arguing from evidence, writing scientific reports, and critically evaluating peers' reports.