The Effect of Argumentation Based Science Learning Approach on Probability Teaching

The aim of this study is to examine the effects of teaching probability functions with argumentation based science learning (ABSL) approach on the academic achievement of teacher candidates. The sample of the study included 44 students enrolled in the department of Elementary Mathematics Teaching of a university in 2014-2015 academic year. The model of this research is random figure pretest-posttest matched, with control groups. As a data collection tool, The Probability Achievement Test which is developed in order to measure the success of teacher candidates by the researchers was used. The collected data were analyzed by using SPSS program (Statistical Package for the Social Sciences). As a result of the research, the success’ of the experimental and control groups on the probability function increased. According to the results of The Probability Achievement Test conducted before the implementation, a significant difference was not found between academic achievements of the experimental and control groups, and a statistically significant difference between the academic achievements of the experimental and control groups was not found after the implementation