THE EFFECT OF ARGUMENT BASED TEACHİNG APPROACH ON CONCEPTUAL PERCEPTİON OF STUDENTS

Learning science can be regarded as discovering life, using and improving the necessary equipment for life. When it is supposed to find out and explain the natural life and the external life, the scientific discussion gets its great significance. It is known that the students get betterimages and acquire the concepts more easily in the leaning settings where they have the chanceto show their mental roles than that of traditional learning circumstances. In this study, whilegrasping the “Chemical Changes” in the 9th grades curriculum, it was compared between theeffects of education based on argument and the traditional training approachs. The study wasimplemented after 48 students, from whom one test and control group were chosen randomlyin the 9th grades of Yunus Emre Anatolian High School. During the teaching process thetraditional method with the test group and the argument based method with the control groupwere used. “The concept test of Chemical Changes” was also used in order to determine theperception levels of students on the subject of “chemical changes”. The concept perception testwas implemented as two step tests, first of which so as to determine their levels of readinessfor the learning as well as the alternative grasping ways of the students, and the last testwere done to specify the students’ perception levels of success and conception. Both of themethods examined in respect of their contribution to the better perception of the subjects andthe creation of accurate images. At the end of the study it was observed that the students whohave been taught using the argument based method are more successful on constructing theconcept accurately and fulfilling meaningful conceptual changes.