Fen Bilgisi Öğretmen Adaylarının Sezgiye Ters Bir Olaya İlişkin Argümanları ve Bu Tür Olayların Fen Eğitiminde Kullanılmasına İlişkin Düşünceleri

Abstract

The aim of this study is to determine the prospective science teachers' (PSTs) arguments about a discrepant event and their views on the use of such discrepant events in science education. In the study, an instrumental case study was adopted. The study group of the research consisted of 73 prospective teachers. The data of the research was collected by using written documents. The collected data in the study were analyzed using descriptive analysis. Analysis showed that the prospective science teachers' individual arguments about the discrepant event were weak and insufficient to explain the discrepancy. When prospective science teachers are provided with additional information and encouraged to cooperate effectively and allowed to work as a group, the quality and explanatory power of the arguments increased. However, it was observed that pre-service teachers were not able to produce high-level arguments when they worked neither individually nor as a group.