Uzaktan Eğitim Sürecinde Biyoçeşitlik Argümantasyon Etkinliklerinin Etkililiğinin İncelenmesi

Öz

Bu araştırmada, biyoçeşitlilik ve insan-çevre etkileşimi konularına ilişkin geliştirilen argümantasyon etkinliklerinde öğrencilerin argüman düzeyleri ile bu konuya yönelik geliştirilmiş beceri temelli başarı testi maddelerinin doğru yanıtlanması arasındaki ilişki yönü ve düzeyinin belirlenmesi amaçlanmıştır. Ayrıca araştırmada derinlemesine bir inceleme yapabilmek için farklı becerileri ele alan etkinlikler geliştirilmiş ve her birinin ayrı ayrı beceri temelli test puanları üzerine etkisinin olup olmadığı analiz edilmiştir. Araştırma, 2020-2021 eğitim- öğretim yılında beşinci sınıfta öğrenim gören ve uzaktan eğitime devam eden 40 öğrenci ile gerçekleştirilmiştir. Veri toplama aracı olarak beceri temelli test ve argümantasyon etkinliklerinde yer alan yapılandırılmış sorular kullanılmıştır. Argümantasyon etkinliklerindeki yanıtlar Türkçe Argümantasyon Değerlendirme Modeli Ölçeği kullanılarak puanlanmıştır. Araştırma sonucunda, argümantasyon etkinliklerinden aldıkları puanlar ile beceri temelli soruların doğru yanıtlanması arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Ayrıca argümantasyon etkinliklerinin toplam puanları ve her etkinlikten elde edilen puanlar ayrı ayrı incelendiğinde, beceri temelli test başarısı üzerine anlamlı bir farklılık oluştuğu tespit edilmiştir. Elde edilen bu sonuçlar, biyoçeşitlilik konusu gibi verilere dayalı tartışma çalışmaları gerektiren bir alanda argümantasyon etkinliklerinin öğrencilerin çıkarımda bulunma, akıl yürütme, bilimsel verileri değerlendirme becerileri üzerinde etkili olduğunu ortaya koymuştur.

Anahtar Kelimeler

• Argümantasyon
• Biyoçeşitlilik
• Ortaokul öğrencileri

Examination of the Effectiveness Biodiversity Argumentation Activities’ During the Distance Education Process

Abstract

This study aims to determine the direction and level of the relationship between the argumentation levels of the students in the argumentation activities developed on the topics of biodiversity and human-environment interaction and the correct answering of the skill-based achievement test questions developed for this subject. Moreover, activities that cover different skills were developed in order to analyze the research in-depth, and whether each had an effect on the skill-based test scores was analyzed. The research was conducted with 40 fifth graders who attended distance education in the 2020-2021 academic years. As data collection tools, the structured questions in skill-based testing and argumentation activities were used. The answers in the argumentation activities were scored using the Argumentation Assessment Model Scale in Turkish. As a result of the research, a positive and significant relationship was found between the scores, which the students received from the argumentation activities, and the correct answers that they gave to the skill-based questions. In addition, when the total scores of the argumentation activities and the scores obtained from each activity were examined separately, it was determined that there was a significant difference in the achievement of the skill-based test. The obtained results revealed that argumentation activities in a field that requires data-based discussion studies, such as the subject of biodiversity, are effective in the skills students' making inferences, reasoning, and evaluating scientific data

Keywords

• Argumentation
• Biodiversity
• Middle school students

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