Tuysuz, CengizDemirel, Ozan EmreYildirim, Bilal2024-09-182024-09-1820131877-0428https://doi.org/10.1016/j.sbspro.2013.10.047https://hdl.handle.net/20.500.12483/79213rd World Conference on Learning, Teaching and Educational Leadership (WCLTA) -- OCT 25-28, 2012 -- Brussels, BELGIUMHerein, 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. (c) 2013 The Authors. Published by Elsevier Ltd.eninfo:eu-repo/semantics/openAccessArgumentation based instructionproblem based instructionlaboratory based instructionchemistryachievementConference Object931376138110.1016/j.sbspro.2013.10.047WOS:000342763100246N/A