TY  - JOUR
T1  - Investigation of the Effect of Teaching the Unit "Chemistry is everywhere" by Argumentation on Academic Achievement and Some Variables
AU  - Pınarbaşı, Tacettin
AU  - Öksüzer, Betül
PY  - 2024
DA  - April
Y2  - 2024
DO  - 10.24106/kefdergi.1473672
JF  - Kastamonu Education Journal
JO  - Kastamonu Eğitim Dergisi
PB  - Kastamonu University
WT  - DergiPark
SN  - 2147-9844
SP  - 357
EP  - 369
VL  - 32
IS  - 2
LA  - en
AB  - Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students’ academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit “chemistry is everywhere”, by comparing with the existing teaching method. Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were ‘Chemistry is everywhere’ Unit Achievement Test (CEAT), Attitudes Scale towards Chemistry (ASTC), Science Process Skills Test (SPST), Nature of Scientific Knowledge Test (NSKT), Argumentativeness Scale (AS), interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. Findings: The results of the study found statistically significant differences between the experimental and control groups’ mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students’ argumentation levels mainly remained level 2 containing claim and warrant.
KW  - Argumentativeness
KW  - Toulmin’s argument pattern
KW  - Attitude
KW  - Scientific process skills
KW  - Nature of science
CR  - Yeşiloğlu, S. N. (2007). Gazlar konusunun lise öğrencilerine bilimsel tartışma (argümantasyon) odaklı yöntem ile öğretimi [Teaching the subject of gases to high school students with a scientific argumentation-oriented method] (Unpublished master thesis). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis no: 207016).
CR  - Zohar, A. & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62. Doi: 10.1002/tea.10008.
UR  - https://doi.org/10.24106/kefdergi.1473672
L1  - https://dergipark.org.tr/en/download/article-file/3885721
ER  -