The effect of teaching socio-scientific issues with cooperative learning model on pre-service teachers’ argumentation qualities

Abstract

In this study, the effect of teaching socio-scientific issues with cooperative learning model onthe argumentation qualities of pre-service teachers was investigated. The study group consisted of 40primary school pre-service teachers studying at Muş Alparslan University. Exploratory sequentialresearch design was used in this study. In the quantitative dimension of the study, quasi-experimentaldesign with pre-test-post-test control group was carried out. In this context, a control and 2 experimentalgroups were formed. Jigsaw and learning together methods were implemented with the experimentalgroups and activities suitable for group works were carried out with the control group. In the qualitativedimension, semi-structured interviews were conducted with the pre-service teachers. At the end of thestudy, the argumentation qualities of the pre-service teachers were evaluated with descriptive analysisand semi-structured interviews were evaluated with content analysis. Findings revealed that cooperativelearning methods, especially jigsaw method, positively affect the pre-service teachers' arguments,