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Herein, we examine the effect of argumentation, problem, and laboratory based instruction methods on acid and base concept. This study has been carried out with 228 pre-service teachers. The participants were divided into three different experiment groups. Each experiment group was based on argumentation, problem or laboratory. The results of this work indicated that the argumentation-based learning method has advantages over its counterpart methods, although the laboratory-based learning method is more effective in comparison to the problem-based learning method

procedia - social and behavioral sciences

Investigating the Effects of Argumentation, Problem and Laboratory Based Instruction Approaches on pre-service Teachers’ Achievement Concerning the Concept of “acid and Base”