Reflections of Argumentation-Based Learning on Achievement and Attitudes of 6th Grade Middle School Students Towards Density in Science Course

Year 2025, Volume: 35 Issue: 3, 839 - 857, 23.09.2025

Erdal Canpolat , Mehmet Polat

https://doi.org/10.18069/firatsbed.1538800

Abstract

This study aims to examine the effect of argumentation-based activities on 6th grade students' academic achievement and attitudes towards science course on “Density”. The study was designed with a quasi-experimental design and included 23 experimental (EG) and 27 control (CG) group students from a middle school in Elazığ. While activities based on the Toulmin Argumentation Model (prediction-observation-explanation, peer assessment) were applied in the EGR, traditional methods were used in the CGR. Data were collected using an academic achievement test and a valid and reliable attitude scale developed by the researcher. Independent samples t-test results showed that there was an increase in the posttest scores of both groups; however, the increase in the CSR group was not statistically significant, while the increase in the DGR group was significant; there was a difference between the test scores of the groups in favor of DGR, but the difference between the pre-test scores was not statistically significant, while the difference between the post-test scores was significant. It was observed that there was an increase in the posttest scores of CSR students' attitudes towards science course methods and techniques, associating the course with daily life, attitudes towards course content and general attitudes towards science course, but this increase was not statistically significant; whereas there was an increase in the posttest scores of DGR students as in CSR students and this increase was statistically significant. The results of the study reveal that argumentation-based learning supports academic achievement and attitude positively.

Keywords

Argumentation , Science Education , Intensity , Academic Achievement

Ortaokul 6. Sınıf Öğrencilerinde Yoğunluk Konusuna Yönelik Argümantasyon Tabanlı Öğrenmenin Fen Dersindeki Başarı ve Tutumlara Yansımaları

Abstract

Bu çalışma, argümantasyon temelli etkinliklerin 6. sınıf öğrencilerinin "Yoğunluk" konusundaki akademik başarıları ve fen bilimleri dersine yönelik tutumları üzerindeki etkisini incelemeyi amaçlamaktadır. Yarı deneysel desenle tasarlanan araştırmada, Elazığ’da bir ortaokulda öğrenim gören 23 deney (DGR) ve 27 kontrol (KGR) grubu öğrencisi yer almıştır. DGR’de Toulmin Argümantasyon Modeli’ne dayalı etkinlikler (tahmin-gözlem-açıklama, akran değerlendirmesi) uygulanırken, KGR’de geleneksel yöntemler kullanılmıştır. Veriler, araştırmacı tarafından geliştirilen akademik başarı testi ve geçerli-güvenilir tutum ölçeği ile toplanmıştır. Bağımsız örneklemler t-testi sonuçları her iki grubun sontest puanlarında bir artışın olduğunu; ancak KGR grubundaki artışın istatistiksel olarak anlamlı düzeyde değilken, DGR grubundaki artışın anlamlı düzeyde olduğunu; grupların test puanları arasında DGR lehine bir farklılığın olduğunu ancak öntest puanları arasındaki farklılığın istatistiksel olarak anlamlı düzeyde değilken sontest puanları arasındaki farklılığın anlamlı düzeyde olduğunu göstermektedir. KGR öğrencilerinin fen bilimleri dersi yöntem ve tekniklerine, dersi günlük yaşamla ilişkilendirme ve ders içeriğine yönelik tutumları ile fen bilimleri dersine yönelik genel tutumları son test puanlarında bir artış olduğu ve bu artışın istatistiksel olarak anlamlı düzeyde olmadığı; DGR öğrencilerinin ise son test puanlarında KGR öğrencilerinde olduğu gibi bir artışın olduğu ve bu artışın istatistiksel olarak anlamlı düzeyde olduğu görülmüştür. Araştırma sonuçları, argümantasyon temelli öğrenmenin akademik başarıyı ve tutumu olumlu yönde desteklediğini ortaya koymaktadır.

Keywords

Argümantasyon , Fen Eğitimi , Yoğunluk , akademik başarı , tutum

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