The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Ümit Duruk; Emine Çavuş; Abuzer Akgün

doi:10.18009/jcer.1323212

TR EN

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Öz

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

Anahtar Kelimeler

Pseudoscientific beliefs , issue of demarcation-based scientific argumentation , argumentation skills , retention , concept cartoon

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Abstract

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

Keywords

Pseudoscientific beliefs , issue of demarcation-based scientific argumentation , argumentation skills , retention , concept cartoon

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Details

Primary Language

English

Subjects

Science Education

Journal Section

Research Article

Authors

Ümit Duruk ^*
0000-0002-9079-9367
Türkiye

Emine Çavuş
0000-0002-6377-7461
Türkiye

Abuzer Akgün
0000-0002-3966-4483
Türkiye

Early Pub Date

October 25, 2023

Publication Date

October 27, 2023

Submission Date

July 5, 2023

Acceptance Date

October 4, 2023

Published in Issue

Year 2023 Volume: 11 Number: 22

DOI

https://doi.org/10.18009/jcer.1323212

IZ

https://izlik.org/JA68DG94JN

APA

Duruk, Ü., Çavuş, E., & Akgün, A. (2023). The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research, 11(22), 643-670. https://doi.org/10.18009/jcer.1323212

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Journal of Computer and Education Research

https://doi.org/10.18009/jcer.1691866

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