Argümantasyon Temelli Sosyobilimsel Konu Öğretiminin 7. Sınıf Öğrencilerinin Argümantasyon Düzeylerine, Karar Verme Becerilerine ve Karar Verme Stillerine Etkisi

Year 2024, Issue: 61, 389 - 413, 15.05.2024

Işıl Karcılı , Serkan Sevım

https://doi.org/10.9779/pauefd.1435514

Abstract

Bu çalışmanın amacı sosyobilimsel konularda argümantasyon temelli etkinliklerin öğrencilerin argümantasyon düzeylerine, karar verme becerilerine ve karar verme stillerine etkisini araştırmaktır. Araştırma yedinci sınıfta öğrenim gören 23 öğrenci ile yapılmıştır. Argüman düzeyini ölçmek için Argümantasyon Değerlendirme Rubriği kullanılmıştır. Öğrencilerin cevapları rubriğe göre puanlanmış ve süreç içinde argüman ögelerini daha rahat kullandıkları, birçoğunun en az bir çürütücü yazabildiği görülmüştür. Karar verme becerilerini ölçmek için Karar Verme Becerisi Değerlendirme Rubriği kullanılmıştır. Öğrencilerin etkinliklere verdiği yanıtlar değerlendirilerek rubriğe göre puanlanmış ve öğrencilerin her iki rubrikten aldıkları puanlar doğrultusunda argüman düzeyleri ve karar verme becerileri arasındaki ilişkiye bakıldığında pozitif yönlü, çok yüksek ve anlamlı bir ilişki olduğu görülmüştür. Öğrencilerin karar verme stillerini belirlemek için Karar Verme Stilleri Ölçeği (KVSÖ) kullanılmıştır. Ölçek ön test ve son test olarak uygulanmış ve argümantasyon etkinliklerinin rasyonel karar verme stili üzerinde olumlu yönde etkiye sahip olduğu görülürken sezgisel ve bağımlı karar verme stillerinin azalması üzerinde olumlu bir etkiye sahip olduğu görülmüştür.

Keywords

Karar verme becerisi, Karar verme stilleri, Argüman düzeyi

The Effect of Argumentation-Based Sociobiological Topic Teaching on 7th Grade Students' Argumentation Levels, Decision-Making Skills and Decision-Making Styles

Abstract

The aim of this study is to investigate the effects of argumentation-based activities on students' argumentation levels, decision-making skills and decision-making styles in socioscientific topics. The study was conducted with 23 students at the 7th grade. An Argumentation Assessment Rubric was used to measure the level of argumentation. The students' answers were scored according to the rubric, and it was seen that they used argument elements more easily in the process. and most of them were able to write at least one rebuttal. Decision-Making Skills Assessment Rubric was used to measure their decision-making skills. Students' responses to the activities were evaluated and scored according to the rubric, and it was observed that there was a positive and statistically significant relationship between the argument levels and decision-making skills in line with the scores students received from both rubrics. In addition, the Decision-Making Styles Scale (DSS) was used to determine students' decision-making styles. The scale was applied as a pre-test and post-test, and it was seen that argumentation activities had a positive effect on the rational decision-making style of the participants, while they had a negative effect on the reduction of intuitive and dependent decision-making styles.

Keywords

decision-making skills, decision-making styles, argument level

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