Research Article
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The Effect of Socioscientific Issues Based Field Trips on Elementary School Students’ Argumentation Quality

Year 2017, Volume: 6 Issue: 1, 68 - 84, 28.02.2017
https://doi.org/10.14686/buefad.263541

Abstract

In this study, the effect of socioscientific
issues based field trips on students’ argumentation quality was investigated.
The participants were 31 seventh grade students. One group pre-test post-test
model was used. Field trips to thermal, wind and hydroelectric power plants
were conducted. Students developed scientific models related to power plants
and completed written argumentation forms individually. These forms were
evaluated according to the argumentation rubric. Results showed that students
could present their claims at the second level before and after field trips. We
also determined a decrease in the number of students presenting evidence at the
first level and an increase in the number of students presenting the second and
third level of evidence and reasoning. We may claim that socioscientific issues
based field trips could improve students’ argumentation quality. We also
suppose that this study would guide teachers, researchers in terms of
implementation of socioscientific issues based field trips.

References

  • American Association for the Advancement of Science (AAAS). (1990). Benchmarks for Sience
  • Literacy, Project 2061. New York: Oxford University Press.
  • Atabey, N. veTopçu, M. S. (2013). Exploring 7th grade students’ quality of written
  • argumentation: The impact of competing theories and predict-observe-explain
  • strategies. European Science Education Research Association. 2-7 Eylül, Nicosia-
  • Cybrus.
  • Fernandez-Manzanal, R., Rodriguez-Barreiro, L. M., Casal-Jimenez, M. (1999). Relationship
  • between ecology fieldwork and student attitudes toward environmental protection.
  • Journal Research Science Teaching. 36(4), 431-453
  • Hofstein, A., Eilks, I. ve Bybee, R. W. (2011). Societal issues and their importance for
  • contemporary science education: A pedagogical justification and the state-of-the-art in
  • Israel, Germany, and the USA. International Journal of Science and Mathematics
  • Education. 9, 1459-1483.
  • Jimenez-Aleixandre, M., Rodriguez, M., ve Duschl, R. A. (2000). 'Doing the lesson' or 'doing
  • science': Argument in high school genetics. Science Education. 84(6), 757- 792.
  • Knight, A. M. ve McNeill, K. L. (2012). Comparing students’ written and verbal scientific
  • arguments. National Association for Research in Science Teaching. 25-28 Mart,
  • Indianapolis, IN.
  • McNeill, K. L., Lizotte, D. J., Krajcik, J. ve Marx, R. W. (2006). Supporting students' construction
  • of scientific explanations by fading scaffolds in instructional materials. Journal of the
  • Learning Sciences. 15(2), 153-191.
  • McNeill, K. L. ve Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds
  • to support students in using domain-specific and domain-general knowledge in writing
  • arguments to explain phenomena. Journal of the Learning Sciences. 18(3), 416-460.
  • McNeill, K. L. (2011). Elementary students' views of explanation, argumentation and evidence
  • and abilities to construct arguments over the school year. Journal of Research in
  • Science Teaching. 48(7), 793-823.
  • McNeill, K. L. ve Martin, D. M. (2013). Claims, evidence and reasoning. Froschauer, L. (Ed.), A
  • year of inquiry: A data collection for elementary educatiors. (s. 170-175). Arlington, VA:
  • Science Teachers Association Press.
  • National Research Council. (1996). National Science Education Standards. Washington, DC:
  • National Academy Press.
  • Naylor, S., Keogh, B. ve Downing, B. (2007). Argumentation and Primary science. Research in
  • Science Education. 37, 17-39.
  • Rebello, C. M. ve Barrow, L. H. (2013). Exploring the effects of scaffolding on college students’
  • solutions and argumentation quality on conceptual physics problems. National
  • Association for Research in Science Teaching. 6-9 Nisan, Rio Grande, Puerto Rico.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues. a critical review of
  • research. Journal of Research in Science Teaching. 41(5), 513-536.
  • Sadler, T. D., Friedrichsen, P., Graham, K., Foulk, J., Tang, N. ve Menon, D. (2015). Socio-
  • scientific Issue based education for three-dimensional science learning: derivation of
  • an instructional model. National Association for Research in Science Teaching. 11-14
  • Nisan 2015, Chicago, Amerika.
  • Sandoval, W. A. ve Millwood, K. A (2005). The quality of students' use of evidence in written
  • scientific explanations. Cognition and Instruction. 23(1), 23-55.
  • Shakil, A. F., Faizi, W., N. ve Hafeez, S. (2011). The need and importance of field trips at higher
  • level in Karachi, Pakistan. International Journal of Academic Research in Business and
  • Social Sciences. 2(1), 1-17.
  • Tal, T. ve Kedmi, Y. (2006). Teaching socioscientific issues: classroom culture and students’
  • performances. Cultural Science Education. 1, 615-644.
  • Taş, A. M. (2012). Views of Turkish primary school teacher candidates on observation field trip
  • to combined classes in rural settlements. Asian Social Science. 8(15), 142-146.
  • Topçu, M.S. ve Atabey, N. (2014). Sosyobilimsel konu içerikli alan gezilerinin ortaokul
  • öğrencilerinin argümantasyon niteliğine etkisi. 11. Ulusal Fen Bilimleri ve Matematik
  • Eğitimi Kongres. 11-14 Eylül, Adana, Türkiye.
  • Topçu, M. S., Muğaloğlu, E. Z. ve Güven, D. (2014). Fen eğitiminde sosyobilimsel konular:
  • Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri. 14(6), 2327-2348.
  • Topçu, M. S. (2015). Sosyobilimsel Konular ve Öğretimi. Ankara.:Pegem Akademi.
  • Toulmin, S. (1958). The Uses of Argument. England: Cambridge University Press.
  • van Eemeren, F. H. ve Grootendorst, R. (1996). A Systematic Theory of Argumantation: A
  • Systematic Theory of Argumantation. Cambridge: Cambridge University Press.
  • Yahaya, J. M., Zain, A. M. N. ve Karpudewan, M. (2012). Understanding socioscientific issues in
  • a low literate society for the achievement of the millennium development goals. World
  • Academy of Science, Engineering and Technology. 72, 123-126.
  • Yıldırım, A. ve Şimşek, H. (2013) Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin
  • Yayıncılık.
  • Zohar, A. ve Nemet, F. (2002). Fostering students' knowledge and argumentation skills through
  • dilemmas in human genetics. Journal of Research in Science Teaching. 39(1), 35-62.

Sosyobilimsel Konu İçerikli Alan Gezilerinin İlköğretim Öğrencilerinin Argümantasyon Nitelikleri Üzerine Etkisi

Year 2017, Volume: 6 Issue: 1, 68 - 84, 28.02.2017
https://doi.org/10.14686/buefad.263541

Abstract

Bu
araştırmada, sosyobilimsel konu içerikli alan gezilerinin ilköğretim
öğrencilerinin argümantasyon nitelikleri üzerindeki etkisi araştırılmıştır.
Çalışma grubunu, 7. sınıfta öğrenim gören 31 ilköğretim öğrencisi
oluşturmaktadır. Araştırma kapsamında termik, rüzgâr ve hidroelektrik
santrallerine alan gezileri düzenlenmiştir. Alan gezilerinin ardından
öğrenciler gruplar halinde santrallere ait bilimsel modeller tasarlamıştır.
Santral gezileri öncesinde ve sonrasında bireysel olarak yazılı argümantasyon
formlarını tamamlanmıştır. Yazılı argümantasyon formları argümantasyon
rubriğine göre analiz edilmiştir. Verilerin analizi sonucunda öğrencilerin alan
gezileri öncesinde ve sonrasında çoğunlukla 2. seviyede iddia sunabildiği
görülmüştür. Ayrıca her gezi sonrasında 1. seviyede kanıt ve muhakeme sunan
öğrenci sayısının düştüğü 2., 3. ve 4. seviyelerde kanıt ve muhakeme sunan
öğrenci sayısının yükseldiği tespit edilmiştir. Bu bulgulara dayanarak
sosyobilimsel konu içerikli alan gezilerinin öğrencilerin üst düzey düşünme
becerilerinden olan argümantasyon yeteneklerini geliştirdiği tespit edilmiştir.
Araştırmanın öğretmenlere ve araştırmacılara fen bilimleri ve çevre eğitiminde
sosyobilimsel konu içerikli alan gezilerinin ve öğrenci merkezli etkinliklerin
kullanılması noktalarında rehberlik edeceği düşünülmektedir.

References

  • American Association for the Advancement of Science (AAAS). (1990). Benchmarks for Sience
  • Literacy, Project 2061. New York: Oxford University Press.
  • Atabey, N. veTopçu, M. S. (2013). Exploring 7th grade students’ quality of written
  • argumentation: The impact of competing theories and predict-observe-explain
  • strategies. European Science Education Research Association. 2-7 Eylül, Nicosia-
  • Cybrus.
  • Fernandez-Manzanal, R., Rodriguez-Barreiro, L. M., Casal-Jimenez, M. (1999). Relationship
  • between ecology fieldwork and student attitudes toward environmental protection.
  • Journal Research Science Teaching. 36(4), 431-453
  • Hofstein, A., Eilks, I. ve Bybee, R. W. (2011). Societal issues and their importance for
  • contemporary science education: A pedagogical justification and the state-of-the-art in
  • Israel, Germany, and the USA. International Journal of Science and Mathematics
  • Education. 9, 1459-1483.
  • Jimenez-Aleixandre, M., Rodriguez, M., ve Duschl, R. A. (2000). 'Doing the lesson' or 'doing
  • science': Argument in high school genetics. Science Education. 84(6), 757- 792.
  • Knight, A. M. ve McNeill, K. L. (2012). Comparing students’ written and verbal scientific
  • arguments. National Association for Research in Science Teaching. 25-28 Mart,
  • Indianapolis, IN.
  • McNeill, K. L., Lizotte, D. J., Krajcik, J. ve Marx, R. W. (2006). Supporting students' construction
  • of scientific explanations by fading scaffolds in instructional materials. Journal of the
  • Learning Sciences. 15(2), 153-191.
  • McNeill, K. L. ve Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds
  • to support students in using domain-specific and domain-general knowledge in writing
  • arguments to explain phenomena. Journal of the Learning Sciences. 18(3), 416-460.
  • McNeill, K. L. (2011). Elementary students' views of explanation, argumentation and evidence
  • and abilities to construct arguments over the school year. Journal of Research in
  • Science Teaching. 48(7), 793-823.
  • McNeill, K. L. ve Martin, D. M. (2013). Claims, evidence and reasoning. Froschauer, L. (Ed.), A
  • year of inquiry: A data collection for elementary educatiors. (s. 170-175). Arlington, VA:
  • Science Teachers Association Press.
  • National Research Council. (1996). National Science Education Standards. Washington, DC:
  • National Academy Press.
  • Naylor, S., Keogh, B. ve Downing, B. (2007). Argumentation and Primary science. Research in
  • Science Education. 37, 17-39.
  • Rebello, C. M. ve Barrow, L. H. (2013). Exploring the effects of scaffolding on college students’
  • solutions and argumentation quality on conceptual physics problems. National
  • Association for Research in Science Teaching. 6-9 Nisan, Rio Grande, Puerto Rico.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues. a critical review of
  • research. Journal of Research in Science Teaching. 41(5), 513-536.
  • Sadler, T. D., Friedrichsen, P., Graham, K., Foulk, J., Tang, N. ve Menon, D. (2015). Socio-
  • scientific Issue based education for three-dimensional science learning: derivation of
  • an instructional model. National Association for Research in Science Teaching. 11-14
  • Nisan 2015, Chicago, Amerika.
  • Sandoval, W. A. ve Millwood, K. A (2005). The quality of students' use of evidence in written
  • scientific explanations. Cognition and Instruction. 23(1), 23-55.
  • Shakil, A. F., Faizi, W., N. ve Hafeez, S. (2011). The need and importance of field trips at higher
  • level in Karachi, Pakistan. International Journal of Academic Research in Business and
  • Social Sciences. 2(1), 1-17.
  • Tal, T. ve Kedmi, Y. (2006). Teaching socioscientific issues: classroom culture and students’
  • performances. Cultural Science Education. 1, 615-644.
  • Taş, A. M. (2012). Views of Turkish primary school teacher candidates on observation field trip
  • to combined classes in rural settlements. Asian Social Science. 8(15), 142-146.
  • Topçu, M.S. ve Atabey, N. (2014). Sosyobilimsel konu içerikli alan gezilerinin ortaokul
  • öğrencilerinin argümantasyon niteliğine etkisi. 11. Ulusal Fen Bilimleri ve Matematik
  • Eğitimi Kongres. 11-14 Eylül, Adana, Türkiye.
  • Topçu, M. S., Muğaloğlu, E. Z. ve Güven, D. (2014). Fen eğitiminde sosyobilimsel konular:
  • Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri. 14(6), 2327-2348.
  • Topçu, M. S. (2015). Sosyobilimsel Konular ve Öğretimi. Ankara.:Pegem Akademi.
  • Toulmin, S. (1958). The Uses of Argument. England: Cambridge University Press.
  • van Eemeren, F. H. ve Grootendorst, R. (1996). A Systematic Theory of Argumantation: A
  • Systematic Theory of Argumantation. Cambridge: Cambridge University Press.
  • Yahaya, J. M., Zain, A. M. N. ve Karpudewan, M. (2012). Understanding socioscientific issues in
  • a low literate society for the achievement of the millennium development goals. World
  • Academy of Science, Engineering and Technology. 72, 123-126.
  • Yıldırım, A. ve Şimşek, H. (2013) Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin
  • Yayıncılık.
  • Zohar, A. ve Nemet, F. (2002). Fostering students' knowledge and argumentation skills through
  • dilemmas in human genetics. Journal of Research in Science Teaching. 39(1), 35-62.
There are 68 citations in total.

Details

Journal Section Articles
Authors

Mustafa Sami Topçu

Nejla Atabey

Publication Date February 28, 2017
Published in Issue Year 2017 Volume: 6 Issue: 1

Cite

APA Topçu, M. S., & Atabey, N. (2017). The Effect of Socioscientific Issues Based Field Trips on Elementary School Students’ Argumentation Quality. Bartın University Journal of Faculty of Education, 6(1), 68-84. https://doi.org/10.14686/buefad.263541

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