In this research, the opinions of prospective Chemistry teachers regarding the ABSL laboratory reports and the ABSL laboratory report format on the subject of "Strong Mono Acid - Strong Mono Base Titrations" carried out with the Argumentation-Based Science Learning approach (ABSL) were examined. The research was conducted in the 2023-2024 academic year with 20 pre-service Chemistry teachers who were taking the Analytical Chemistry Laboratory 2 course for the first time in the second year of the Chemistry Teaching Undergraduate Program of the Department of Mathematics and Science Education at a University in Izmir. Case study, one of the qualitative research methods, was used in the study. Case study is a method that tries to understand a situation or phenomenon within a context whose boundaries are framed by examining it in depth, which requires detailed and comprehensive data collection and analysis processes (Merriam, 1998; Yin, 1984). Data analysis was done by content analysis. In the study, an activity was developed by the researchers on the subject of "Strong Mono Acid - Strong Mono Base Titration", which allows students to make experimental designs in accordance with the Argumentation-Based Science Learning approach, and was used as a pre-experiment worksheet. Argumentation is the process of defending an idea with data, justification and supports (Toulmin, 1958). Additionally, it improves critical thinking skills and is defined as the discussion process (Aktamış, 2017). ABSL is a learning approach based on thinking with research and questioning strategies (Güler, 2016). It is a method in which students actively participate and have the opportunity to learn by doing (Kabataş Memiş, 2014). In the study, the ABSL laboratory report format developed by Aslan and Tekin (2015) was used for students to individually write experiment reports on the subject. ABSL laboratory report format consists of Laboratory Preparation, Laboratory Introduction, Experimental Study, Claim and Justification Formation and Self-evaluation sections. In the laboratory preparation section of the ABSL experiment report, Chemistry teacher candidates' initial thoughts on the subject, initial questions and their opinions about what they wanted to learn were taken. In the Introduction to the Laboratory section, the statements of the Chemistry teacher candidates regarding their expectations and predictions from the experiment were included. In the experimental study section of the ABSL experiment report, chemistry teacher candidates expressed their opinions about their observations. In the Claim and Justification section, the opinions of the Chemistry teacher candidates regarding their claims and related evidence are included. The self-evaluation part consists of two parts: Reading and Reflection. In the reading section, firstly, prospective chemistry teachers were asked to research the subject from different sources, and as a result of the research, their opinions were taken about what they had in common or different from their own thoughts. Then, a group discussion was held and they were asked to write down the differences or common aspects between their own thoughts and their group friends. In the reflection section, prospective chemistry teachers compared their initial thoughts with their final thoughts. Chemistry teacher candidates' opinions about the ABSL laboratory report format were taken with a structured interview form. In the ABSL laboratory report format, Chemistry Teacher candidates mostly focus on the topic "Strong Mono Acid - Strong Mono Base Titration"; selection of appropriate analyte, titrant, indicator; They included statements about the pH meter and the pH value at the equivalence point. According to the interview results, regarding the ABSL laboratory report format; It has positive effects such as revealing if there is a problem in learning or understanding the subject, allowing comparisons between initial thoughts and later thoughts, comparing their own thoughts with the thoughts of their groupmates, including subjective opinions, reinforcing the experiment in many aspects, being comprehensive, catchy and thought-provoking. While opinions are included, there are also negative opinions such as the process takes time and the questions are similar to each other.

Key Words: ABSL laboratory report format, Strong Mono Acid-Strong Mono Base Titration, Chemistry teacher candidates, Analytical Chemistry Laboratory

REFERENCES

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