Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach

摘要

The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is a quasi-experimental study. The experimental group consisted of 20 students, and the control group consisted of 21 pre-service teachers. While the teaching probability argumentation based science learning approach was applied to the teacher candidates in the experimental group, traditional methods were applied to the control group. As a data collection tool, the Probability Achievement Test with 15 open-ended questions, which was prepared by the researcher himself, was used. As a result of the application, statistical significant differences were found between the probability successes of the experimental group and control group in favor of the experimental group.