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The aim of this study was to determine the effect of cooperative- argumentation model on the listening and inquiry skills and argument level of pre-service science teachers. Mixed method was used. The sample consist of 54 pre-service science teachers. Two experimental groups were studied and the study was conducted in Special Issues in Biology course. Co-learning of cooperative learning model was used on of the experimental group (CLG, n=31). Argumentation and co-learning of cooperative learning model was used the another experimental group (CLAG, n=23). To collect data, Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), written arguments were used. For analyzing quantitative data independent sample t test and Mann Whitney U test were applied. To analyze qualitative data content analyses were used. A significant difference was found in favor of the CLAG in terms of listening skills (p<.05). However, there was no significant difference between the group in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types; They mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values and inquiry within the framework of economics perspective. In addition, the levels of arguments formed by PSTs developed throughout the process.