The effect of argumentation-based teaching performed for environment-energy issues on critical thinking of prospective classroom teachers

Abstract

The aim of this research is to investigate the effect of argumentation-based teaching carried outfor environment-energy subjects on critical thinking of prospective classroom teachers. The research wasconducted in accordance with the quantitative research method and pre-post-test semi experimentaldesign with experimental-control group was used. Environmental education lessons were taught for tenweeks in the experimental and control groups based on argumentation and traditional teaching,respectively. After the argumentation-based teaching process, when prospective classroom teachers pretest scores obtained from the critical thinking skill test are statistically controlled a significant difference,was found in favor of the post-test critical thinking skill mean scores of the experimental group (p