Yerel Sosyobilimsel Konularda Kavram Karikatürleri Aracılığıyla Sekizinci Sınıf Öğrencilerinin Argüman Kalitelerinin Geliştirilmesi

Şengül Atasoy; Osman Şinasi Yüca

Research Article

Development of Eighth Grade Students' Argument Quality through Concept Cartoons on Local Socioscientific Issues

Year 2021, Volume: 9 Issue: 2, 361 - 388, 03.12.2021

Şengül Atasoy Osman Şinasi Yüca

Abstract

Students go through an in-depth discussion and argumentation process, while deciding on socioscientific issues SSIs . In this study, it was aimed to examine the effect of concept cartoons about local SSIs on students' argument quality. The sample of the study, in which a single group pretest-posttest quasi-experimental design is adopted, consists of 25 eighth grade students. In the study, a total of nine concept cartoons were developed about river type hydroelectric power plant HEPP , organic tea and green road. Students' arguments about SSIs were determined with openended questions by writing before and after classroom applications The obtained data were analyzed with a rubric. Research findings showed that concept cartoons practices about the local SSIs improved students' argument quality. This development is the result of in-class discussions where concept cartoons provide an environment for multiple reasoning development by presenting different perspectives on local SSIs. To improve students’ argument quality, it is suggested that local SSIs, where they have observation and experience in their daily lives, should be included more in the curriculum

Keywords

Argument quality, concept cartoon, local socioscientific issues

References

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Atasoy, Ş. (2018). Öğretmen adaylarının yaşam alanlarına göre yerel sosyobilimsel konularla ilgili informal muhakemeleri. Fen Bilimleri Öğretimi Dergisi, 6(1), 60-72.
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Atasoy, Ş. & Ergin, S. (2017). The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Research in Science & Technological Education, 35(1), 58-73.
Atasoy, Ş., Tekbıyık, A. & Gülay, A. (2013). Beşinci sınıf öğrencilerinin ses kavramını anlamaları üzerine kavram karikatürlerinin etkisi. Türk Fen Eğitim Dergisi, 10(1), 176-196.
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Yerel Sosyobilimsel Konularda Kavram Karikatürleri Aracılığıyla Sekizinci Sınıf Öğrencilerinin Argüman Kalitelerinin Geliştirilmesi

Year 2021, Volume: 9 Issue: 2, 361 - 388, 03.12.2021

Şengül Atasoy Osman Şinasi Yüca

Abstract

Öğrenciler karşılaştıkları sosyobilimsel konularla SBK ilgili bir karara varırken derinlemesine bir tartışma yani argümantasyon süreci yaşarlar. Bu araştırmada, yerel SBK’de hazırlanan kavram karikatürlerinin, öğrencilerin argüman kalitelerine etkisinin incelenmesi amaçlanmıştır. Tek grup ön test-son test yarı deneysel desenin benimsendiği araştırmanın örneklemini 25 sekizinci sınıf öğrencisi oluşturmaktadır. Çalışmada nehir tipi hidroelektrik santral HES , organik çay ve yeşil yol konularında toplam dokuz adet kavram karikatürü geliştirilmiştir. Öğrencilerin SBK hakkındaki argümanları sınıf uygulamalarından önce ve sonra yazılı olarak, açık uçlu sorularla belirlenmiştir. Elde edilen veriler ise bir rubrik yardımıyla analiz edilmiştir. Araştırma bulguları, kavram karikatürü uygulamalarının öğrencilerin argüman kalitelerini geliştirdiğini göstermiştir. Bu gelişim, kavram karikatürlerinin uygulanması sonucu yerel SBK hakkında farklı bakış açıları sunarak etkili bir akıl yürütme ortamı sağlayan sınıf içi tartışmaların sonucudur. Öğrencilerin argüman kalitelerinin daha çok gelişebilmesi için öğretim programlarında, günlük hayatlarında gözlem ve deneyime sahip oldukları yerel SBK’ye daha çok yer verilmesi önerilmektedir

Keywords

Argüman kalitesi, kavram karikatürü, yerel sosyobilimsel konular

References

Akbaş, M. & Çetin, P.S. (2018). Research article the investigation of gifted students’ argumentation level and informal reasoning related to socioscientific issues. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 339-360.
Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio- scientific issue. Research in Science Education, 38, 67-90.
American Association for the Advancement of Science [AAAS] (1989). Science for all Americans. Washington DC: AAAS.
Atasoy, Ş. (2013). Effect of writing-to-learn strategy on undergraduates’ conceptual understanding of electrostatics. The Asia-Pacific Education Researcher, 22(4), 593-602.
Atasoy, Ş. (2017). Kavram Karikatürü. Z. Tatlı (ed.), Kavram öğretiminde web 2.0, s. 98- 119, Pegem Akademi Yayıncılık, Ankara.
Atasoy, Ş. (2018). Öğretmen adaylarının yaşam alanlarına göre yerel sosyobilimsel konularla ilgili informal muhakemeleri. Fen Bilimleri Öğretimi Dergisi, 6(1), 60-72.
Atasoy, Ş. (2021). Sosyobilimsel Konuların Öğretimi: Kavram Karikatürleri. A. Yenilmez Türkoğlu ve D. Karışan (ed.), Sosyobilimsel konular, s. 281-299, Eğiten Kitap, Ankara.
Atasoy, E. & Baki, A. (2020). Investigation of students’ cognitive learning in mathematics lessons supported with writing activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 528-583.
Atasoy, Ş. & Ergin, S. (2017). The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Research in Science & Technological Education, 35(1), 58-73.
Atasoy, Ş., Tekbıyık, A. & Gülay, A. (2013). Beşinci sınıf öğrencilerinin ses kavramını anlamaları üzerine kavram karikatürlerinin etkisi. Türk Fen Eğitim Dergisi, 10(1), 176-196.
Atasoy, Ş., Tekbıyık, A. & Yüca, O.Ş. (2019). Determining informal reasoning of students for some local socioscientific issues in the Black Sea Region: HEPP, organic tea and green road project. Hacettepe University Journal of Education, 34(2), 524-540.
Atasoy, Ş. & Zoroğlu, M.A. (2015). Okul öncesi dönemdeki çocuklara yönelik kavram karikatürlerinin geliştirilmesi ve uygulanması. e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8, 38-70.
Balım, A.G., İnel, D. & Evrekli, E. (2008). The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. İlköğretim Online, 7(1), 188-202.
Balım, A.G., İnel-Ekici, D. & Özcan, E. (2016). Concept cartoons supported problem- based learning method in middle school science classrooms. Journal of Education and Learning, 5(2), 272-284.
Balım, A.G., Ormancı, Ü., Evrekli, E., Kaçar, S. & Türkoğuz, S. (2016). Fen derslerinde kavram karikatürü kullanım örnekleri ve öğrenci-öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 773-791.
Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E.L., Alcaraz- Dominguez, S., Barajas, M. & Dagan, E. (2019). Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56, 1207-1233.
Brooks, K. & Lusk, J. (2011). U.S. consumers attitudes toward farm animal cloning. Appetite, 57, 483-492.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2019). Eğitimde Bilimsel Araştırma Yöntemleri. 27. baskı, Pegem Akademi Yayıncılık, Ankara.
Capkinoglu, E., Yilmaz, S. & Leblebicioglu, G. (2020). Quality of argumentation by seventh graders in local socioscientific issues. Journal of Research in Science Teaching, 57, 827–855.
Chang, S.N. & Chiu, M.H. (2008). Lakatos’ scientific research programmers as a framework for analyzing informal argumentation about socio‐scientific issues. International Journal of Science Education, 30(13), 1753-1773.
Chin, C. & Teou, L.-Y. (2009). Using concept cartoons in formative assessment: scaffolding students‟ argumentation. International Journal of Science Education, 31(10), 1307- 1332.
Chin, C. & Teou, L.-Y. (2010). Formative assessment: Using concept cartoon, pupils’ drawings, and group discussions to tackle children’s ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.
Cinar, D. & Bayraktar, S. (2014). Evaluation of the effects of argumentation-based science teaching on 5th grade students’ conceptual understanding of the subjects related to “matter and change”. International Journal of Education in Mathematics, Science and Technology, 2(1), 49-77.
Demirbağ, M. & Günel, M. (2014). Argümantasyon tabanlı fen eğitimi sürecine modsal betimleme entegrasyonunun akademik başarı, argüman kurma ve yazma becerilerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 373-392.
Demircioğlu, T. & Uçar, S. (2014). Akkuyu nükleer santrali konusunda üretilen yazılı argümanların incelenmesi. İlköğretim Online, 13(4), 1373-1386.
Dori, Y.J., Tal, R. & Tsaushu, M. (2003). Teaching biotechnology through case studies: Can we improve higher order thinking skills of nonscience majors? Science Education, 87, 767- 793.
Ekborg, M., Ottander, C., Silfver, E. & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: A large scale and in-depth study. Research in Science Education,
Erduran, S., Simon, S. & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915-933.
Eş, H., Işık Mercan, S. & Ayas, C. (2016). Türkiye için yeni bir sosyobilimsel tartışma: Nükleer ile yaşam. Turkish Journal of Education, 5(2), 47-59.
Et, S.Z. & Gömleksiz, M.N. (2021). Fen bilimleri, biyoloji ve fizik dersi öğretim programlarının sosyobilimsel konular açısından değerlendirilmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31(2), 745-756.
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Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Araştırma Makalesi
Authors	Şengül Atasoy This is me Osman Şinasi Yüca This is me
Publication Date	December 3, 2021
Submission Date	April 2, 2021
Published in Issue	Year 2021 Volume: 9 Issue: 2

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APA	Atasoy, Ş., & Yüca, O. Ş. (2021). Yerel Sosyobilimsel Konularda Kavram Karikatürleri Aracılığıyla Sekizinci Sınıf Öğrencilerinin Argüman Kalitelerinin Geliştirilmesi. Fen Bilimleri Öğretimi Dergisi, 9(2), 361-388.

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Dergide yayımlanmak üzere gönderilen çalışmaların daha önce hiç bir yerde yayımlanmamış ve aynı anda başka bir dergiye gönderilmemiş olması gerekir. Çalışmaların başka dergilerde daha önce yayımlanmamış olması ve/veya değerlendirme sürecinde olmaması yazar(lar)ın sorumluluğundandır. Bu tür bir husus tespit edildiğinde çalışma yazar(lar)a geri gönderilir.

Dergiye çalışma göndermeyi düşünen araştırmacılar https://dergipark.org.tr/tr/pub/fbod dergi adresinde bulunan “Yazım Kuralları”, "Yazarlar İçin Rehber" ve “Makale Gönder” sayfalarını inceleyerek çalışmalarını internet ortamında gönderebilirler. FBÖD ücretsiz bir dergi olup, dergiye gönderilen çalışmalar için yazarlardan değerlendirme veya basım ücreti talep edilmemektedir. Dergide yayımlanan çalışmaların tamamının tam metinleri ücretsiz erişime açıktır. Dergide yayımlanan makalelerden kaynak gösterilmek suretiyle alıntı yapılabilir.

Dergide yayımlamak üzere çalışmalarınızı bekler, derginin ülkemizde fen bilimleri eğitimi ve öğretiminin gelişmesi, bilim okur-yazarlığının yaygınlaşması ve öğretmenlerin uygulamaya dönük ihtiyaçlarının karşılanması amaçlarına katkı sağlamasını temenni ederiz.

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