<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aysegul Kınık Topalsan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">argumentation-based experimental learning methods</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-method</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">semi-structured interviews</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual laboratory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1597214587.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher” were applied to the participants as a pre-test and post-test. Following the implementation phase, the “Assessing Argumentation-based Science Learning Activities- Scale” was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers' post-test scores from the “Opinion Scale for the Virtual Lab” and the “Principles of Scientific Inquiry- Teacher.” Also, the participating students and teachers mostly expressed positive views in the “Assessing Argumentation-based Science Learning Activities- Scale” applied after the implementation phase.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">628-646</style></section></record></records></xml>