The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality

Süleyman Sağlam; Halil İbrahim Yıldırım

doi:10.51535/tell.1809049

The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality

Abstract

The purpose of this investigation was to investigate the impact of technology-supported argumentation-based science teaching (TSABST) on attitudes toward science and argumentation quality. The investigation was performed with 7th-grade pupils in a public school in Turkey in 2024 for 10 weeks. This was a multiple-method study in which a quasi-experimental design with a pre-test, post-test, and control group was utilized in the quantitative section, and a case study was used in the qualitative section. Quantitative data were gathered utilizing the Attitude Toward Science Scale (ATSS) as a pre-test, post-test, and follow-up test, and qualitative data were collected using the Argumentation Activity Form. The pupils were classified into three groups: the control group received student-centered teaching, the experimental-1 group received argumentation-based science teaching (ABST), and the experimental-2 group received TSABST. The ATSS grades of the experiment-1 and experiment-2 groups were similar at the beginning of the investigation; however, the ATSS point of the experiment-2 group was meaningfully greater than those of the control and experiment-1 groups at the end and 3 months after the end of the investigation. Only the attitude points of the pupils in experimental-2 improved. The investigation also observed that ABST and TSABST contributed to the development of argumentation quality; however, the contribution of TSABST was more than that of ABST. Based on these results, argumentation-based teaching process may be supported with the use of technology.

Keywords

Argumentation, Technology, Technology-supported argumentation, Attitude, Argumentation quality

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Süleyman Sağlam
0009-0009-8022-3434
Türkiye

Halil İbrahim Yıldırım ^*
0000-0002-8836-8349
Türkiye

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December 31, 2025

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October 22, 2025

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December 25, 2025

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Year 2025 Volume: 7 Number: 2

DOI

https://doi.org/10.51535/tell.1809049

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https://izlik.org/JA57GE44CZ

APA

Sağlam, S., & Yıldırım, H. İ. (2025). The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality. Journal of Teacher Education and Lifelong Learning, 7(2), 289-304. https://doi.org/10.51535/tell.1809049

AMA

1.Sağlam S, Yıldırım Hİ. The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality. TELL. 2025;7(2):289-304. doi:10.51535/tell.1809049

Chicago

Sağlam, Süleyman, and Halil İbrahim Yıldırım. 2025. “The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality”. Journal of Teacher Education and Lifelong Learning 7 (2): 289-304. https://doi.org/10.51535/tell.1809049.

EndNote

Sağlam S, Yıldırım Hİ (December 1, 2025) The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality. Journal of Teacher Education and Lifelong Learning 7 2 289–304.

IEEE

[1]S. Sağlam and H. İ. Yıldırım, “The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality”, TELL, vol. 7, no. 2, pp. 289–304, Dec. 2025, doi: 10.51535/tell.1809049.

ISNAD

Sağlam, Süleyman - Yıldırım, Halil İbrahim. “The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality”. Journal of Teacher Education and Lifelong Learning 7/2 (December 1, 2025): 289-304. https://doi.org/10.51535/tell.1809049.

JAMA

1.Sağlam S, Yıldırım Hİ. The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality. TELL. 2025;7:289–304.

MLA

Sağlam, Süleyman, and Halil İbrahim Yıldırım. “The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality”. Journal of Teacher Education and Lifelong Learning, vol. 7, no. 2, Dec. 2025, pp. 289-04, doi:10.51535/tell.1809049.

Vancouver

1.Süleyman Sağlam, Halil İbrahim Yıldırım. The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality. TELL. 2025 Dec. 1;7(2):289-304. doi:10.51535/tell.1809049

26172 20107

The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality

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