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The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

Year 2021, , 51 - 74, 27.01.2021
https://doi.org/10.17220/ijpes.2021.8.1.195

Abstract

As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

References

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Year 2021, , 51 - 74, 27.01.2021
https://doi.org/10.17220/ijpes.2021.8.1.195

Abstract

References

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  • Anagün, Ş. S., & Atalay, N. (2016). The effect of experiments related stories in laboratory to the argumentation skills of preservice classroom teachers. Journal of Research in Education and Teaching, 5, 158-168.
  • Andrews, R. (2015). Critical thinking and/or argumentation in higher education. M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher Education (pp. 49-62). Palgrave Macmillan, US.
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  • Crowell, A., & Kuhn, D. (2012). Developing dialogic argumentation skills: A three-year intervention study. Journal of Cognition and Development, 15(2), 363-381. doi: 10.1080/15248372.2012.725187
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  • Çetin, P. S., Kutluca, A. Y., & Kaya, E. (2013). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
  • Demir, F. B. (2017). The arguments of social studıes teacher candıdates workbased traınıng process, according to the determination of the level of argument (Unpublished master’s thesis). Kastamonu University, Turkey.
  • Demiral, Ü., & Çepni, S. (2018). Fen bilgisi öğretmen adaylarının sosyobilimsel bir konudaki argümantasyon becerilerinin incelenmesi. Kırşehir Eğitim Fakültesi Dergisi, 19(1), 734-760.
  • Doğanay, A. (2013). Üst düzey düşünme becerilerinin öğretimi. A. Doğanay (Ed.), Öğretim ilke ve yöntemleri içinde (8. baskı, ss. 304-356). Ankara: Pegem Akademi.
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312. doi: 10.1002/(SICI)1098-237X(200005)84:3%3C287::AID-SCE1%3E3.0.CO;2-A
  • Eceyurt-Türk, G. (2017). The effect of argumentatıon-supported problem based learning applications on the acid / bases and gases success of pre-service science teachers (Unpublished doctoral dissertation). Gazi University, Turkey.
  • 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. doi: 10.1002/sce.20012.
  • Ertaş, H. (2012). The effects of critical thinking education supported by out-of-school actıvıtıes on critical thinking disposition and attitudes toward physics course (Unpublished doctoral dissertation). Hacettepe University, Turkey
  • Facino, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. Newark, Delaware: American Philosophical Association.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
  • Freeley, A. J., & Steinberg, D. L. (2013). Argumentation and debate, critical thinking for reasoned decision making (13th ed.). Wadsworth Cengage Learning. Available at: https://www.amazon.com/Argumentation-Debate-Austin-J-Freeley/dp/1133311601.
  • Green, S. B., & Salkind, N. J. (2005). Using Spss for windows and macintosh: Analyzing and understanding data. Upper Saddle River, New Jersey: Pearson/Prentice Hall.
  • Hsieh, J. K. (2005, August). Promoting students’ ability and disposition toward critical thinking through using a science writing heuristic in elementary science. Paper Presented at the International Conference of European Science Education Research Association, Barcelona, Spain.
  • Kana, F. (2013). A mixed-embedded experimental research on the practice of argümantation-based language teaching in pre-service Turkish teacher training (Unpublished doctoral dissertation). Çanakkale Onsekiz Mart University, Turkey.
  • Karadeniz, A. (2016). A modeling study on the skill of argumentation. The Journal of Academic Social Science, 4(36), 258-266.
  • Karamustafaoğlu, S. (2018). 21. Yüzyıl becerileri ve fen öğretimi. O. Karamustafaoğlu, Ö. Tezel & U. Sarı (Ed.), Güncel Yaklaşım ve yöntemlerle etkinlik destekli fen öğretimi içinde (ss. 22). Ankara: Pegem Akademi.
  • Karışan, D. (2011). Exploration of preservice teachers’ reflective judgment and argumentation skills revealed in socioscientific issues-based inquiry laboratory course (Unpublished doctoral dissertation). Orta Doğu Teknik University, Ankara, Turkey.
  • Koçak, K. (2014). The effect of argumentatıon-based sciences learning on pre-service teachers’ achievement ın solution subject and their critical thinking dispositions (Unpublished master’s thesis). Hacettepe University, Turkey.
  • Kuhn, D., & Udell, W. (2003). The development of argument skills. Child Development,74(5), 1245–1260.
  • Kunsch, D. W., Schnarr, K., & van Tyle, R. (2014). The use of argument mapping to enhance critical thinking skills in business education. Journal Of Education For Business, 89(8), 403-410. doi:10.1080/ 08832323. 2014.925416
  • Lai, E. R. (2011). Critical thinking: A literature review. Research report. Available at: https://images. pearsonassessments.com/images/tmrs/criticalthinkingreviewfınal.pdf.
  • McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th ed.). London: Pearson.
  • Meydan, C.H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi amos uygulamaları. Ankara: Detay Yayıncılık.
  • Miles, M. B., & Huberman, A. M. (2016). Nitel veri analizi (S. Akbaba, A. A. Ersoy, çev. ed.). Ankara: Pegem Akademi.
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  • Ministry of National Education (MoNE). (2018). Sosyal bilgiler dersi öğretim programı. Available at: http://mufredat.meb.gov.tr/Program Detay.aspx?PID=354.
  • Mirza, N. M., & A. N. Perret-Clermont (2009). Argumentation and education theoretical foundations and practices, London: Springer.
  • Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576. doi: 10.1080/095006999290570.
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There are 81 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Elif Meral This is me 0000-0002-2560-0120

İbrahim Fevzi Şahin This is me 0000-0003-2566-4623

Yavuz Akbaş This is me 0000-0002-3500-4701

Publication Date January 27, 2021
Published in Issue Year 2021

Cite

APA Meral, E., Şahin, İ. F., & Akbaş, Y. (2021). The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”. International Journal of Psychology and Educational Studies, 8(1), 51-74. https://doi.org/10.17220/ijpes.2021.8.1.195