Argümantasyon Tabanlı Öğretimin İlkokul Öğrencilerinin Akademik Başarılarına, Bilimsel Süreç Becerilerine ve Fen Bilimlerine Yönelik Tutumlarına Etkisi*

Abstract

The present study aimed to investigate the effect of argumentation-based instruction on academic achievements, scientific process skills of primary school 4th grade students and their attitudes towards the science course. The study was designed as a quasi-experimental research, and the study group included 47 4th grade students during the 2016-2017 academic year. Academic achievement test, scientific process skills test and attitudes towards science course scale were used as pre-tests and post-tests in the study to collect data. Independent groups t-test, paired groups t-test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analysis were employed to analyze the study data, and .05 confidence interval was accepted as significant. The study findings demonstrated that argumentation-based instruction had a positive impact on academic achievements and scientific process skills of 4th grade primary school students; and the instruction led to a significant difference that favored the experimental group in attitudes towards the science course.

Keywords

• Academic Achievement
• Argumentation-based teaching
• Scientific Process Skills

The İmpact of Argumentation-Based İnstruction on Academic Achievements and Scientific Process Skills of Primary School Students and Their Attitudes towards the Science Course

Abstract

The present study aimed to investigate the effect of argumentation-based instruction on academic achievements, scientific process skills of primary school 4th grade students and their attitudes towards the science course. The study was designed as a quasi-experimental research, and the study group included 47 4th grade students during the 2016-2017 academic year. Academic achievement test, scientific process skills test and attitudes towards science course scale were used as pre-tests and post-tests in the study to collect data. Independent groups t-test, paired groups t-test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analysis were employed to analyze the study data, and .05 confidence interval was accepted as significant. The study findings demonstrated that argumentation-based instruction had a positive impact on academic achievements and scientific process skills of 4th grade primary school students; and the instruction led to a significant difference that favored the experimental group in attitudes towards the science course.

Keywords

• Academic achievement
• argumentation-based instruction
• attitudes towards science
• scientific process skills.

References

1. Açıkgöz, K. Ü. (2002). Aktif öğrenme [Active learning] (6th ed.). İzmir: Eğitim Dünyası Publishing.
2. Akbaş, Y., Şahin, İ. F.., & Meral, E. (2019). Implementing argumentation-based science learning approach in social studies: Academic Achievement and Students’. Views. Review of International Geographical Education Online (RIGEO), 9(1), 209-245. doi: 10.33403/rigeo.529139.
3. Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 1, 1-21. doi: 10.1080/09500690601075629.
4. Aldağ, H. (2006). Toulmin tartışma modeli [The Toulmın model of Argumentation]. Çukurova University Journal of Social Sciences Institute, 15(1), 13-34.
5. Anagün, Ş. S., Kılıç, Z., Atalay, N., & Yaşar, S. (2015). Are classroom teacher candidates ready to perform science curriculum?. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 127-148. doi: http://dx.doi.org/10.7827/TurkishStudies.8611
6. Arık, M. (2016). Effectiveness of argumentation based learning on seventh grade students’ awareness about demarcation of science. (Unpublished master’s thesis). İstanbul University, Institute of Education Science, İstanbul.
7. Aslan, S. (2010). The effect of argumentation-oriented teaching approach on the improvement of their top scientific process and critical thinking among high school 10. class students. (Unpublished doctoral dissertation). Gazi University, Ankara.
8. Aslan, S. (2019). The impact of argumentation-based teaching and scenario-based learning method on the students’ academic achievement. Journal of Baltic Science Education, 18(2), 171-183. doi: 10.33225/jbse/19.18.171.

9. Ayas A. (1995). Fen bilimlerinde program geliştirme ve uygulama teknikleri üzerine bir çalışma: İki çağdaş yaklaşımın değerlendirilmesi [A study on curriculum development and implementation techniques in science: Evaluation of two contemporary approaches]. Hacettepe University Journal of Education, 11, 149-155.
10. Burke, K. A., Greenbowe, T. J., & Hand, B. M. (2005). Excerpts from 'The process of using inquiry and the science writing heuristic', Prepared for the Middle Atlantic Discovery Chemistry Program. Bethlehem: Moravian College.
11. Canöz, G. M. (2020). Investigate the effect of argumentation based virtual laboratory activities on academic achivement, argumentation levels and entrepreneurship skills. (Unpublished master’s thesis). Çukurova Universtiy, Adana.
12. Ceylan, Ç. (2010). Implementing the science writing heuristic (SWH) approach in science laboratory activities.. (Unpublished master’s thesis). Gazi University, Ankara. Cin, M. (2013). Effects of concept cartoon activities based-argumentation method on students' conceptual understanding levels and scientific process skills. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
13. Cresswell, J. W. (2003). Research Design. California: Sage Publication.
14. Çepni, S. (2011). Araştırma ve proje çalışmalarına giriş [Introduction of research and project]. Trabzon: Celepler Publishing.
15. Demircioğlu, T. (2011). To investigate the effect of argument-driven inquiry on pre-service science teachers' laboratory instruction. (Unpublished master’s thesis). Çukurova University, Institute of Social Science, Adana.
16. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. Erdoğan, S. (2010). Investigate the effects of teaching earth, sun and moon topics through argumentation on the success, attitude and argumentation skills of 5th grade students. (Unpublished master’s thesis). Uşak Univeristy. Institute of Social Science, Uşak.
17. 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
18. Eryılmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39, 1001–1015. doi: 10.1002/tea.10054
19. Geban, Ö., Ertepınar, H., Yılmaz, G., Atlan, A. & Şahpaz, Ö. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisi ilgilerine etkisi [The effect of computer-assisted education on students' science achievement and science interests]. I. National Science Education Symposium. Dokuz Eylül University, Buca Education Faculty, İzmir.
20. Gencel, İ.E., & Ilıman, M. (2019). A case study on argumentation based teaching. International Journal of Curriculum and Instructional Studies 9(1), 53-72. doi: 10.31704/ijocis.2019.003.
21. Gençoğlan, D. M. (2017). The efects of argumentation based science learning (ABSL) approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the acids and bases lesson. (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Institute of Science, Kahramanmaraş.
22. Gültepe, N. (2011). Effect of argumentation based instruction on improvement of high school student’s science process skills and critical thinking ability. (Unpublished doctoral dissertation). Gazi University, Institute of Education Science, Ankara.
23. Gümrah, A. (2013). The effects of scientific argumentation on secondary students' conceptual understanding of chemical changes, nature of science views, science process, communication and argument skills. (Unpublished doctoral dissertation). Marmara University, Institute of Education Science, İstanbul.
24. Hacıoğlu, Y. (2011). Investigating the effect of scientific argumentation based case studies on the concept learning and reading comprehension skills of 8-grade primary school students. (Unpublished master’s thesis). Marmara University, İstanbul.
25. Hand, B., Shelley, M. C, Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710. doi: 10.1002/sce.21341
26. Hand, B., Wallace, C. W., & Yang, E. M. (2007). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149. doi: 10.1080/0950069032000070252.
27. Hanegan, N. L., Price, L., & Peterson, J. (2008). Disconnections between teacher expectations and student confidence in bioethics. Science Education, 17, 921-940. doi: 10.1007/s11191-007-9122-6
28. Irish, T. E. (2012). Argumentation and equity in inquiry-based science instruction: reasoning patterns of teachers and students. (Unpublished doctoral dissertation). Oregon State University.
29. Karasar, N. (1999). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Nobel Publishing.
30. Kaya, O. N., & Kılıç, Z. (2008). Argumentative discourse for the effective teaching of science. Ahi Evran University Journal of Kırşehir Education Faculty, 9(3), 89-100.
31. Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
32. Kıngır, S. (2011). Using The Science writing heuristic approach to promote student understanding in chemical changes and mixtures. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
33. Köseoğlu, F., Tümay, H., & Budak, E. (2008). Paradigm changes about nature of science and new teaching aproaches. Gazi University Journal of Gazi Educational Faculty, 28(2), 221-237.
34. Küçükaydın, M. A. (2019). Eighth Grade Students’ Opinions on the Socioscientific Issue and Their Argument Structure. Elementary Education Online, 18(1), 175-189, doi: 10.17051/ilkonline.2019.527195.
35. Küçükyılmaz, E. A. (2014). Fen bilimleri dersi öğretim programı [Curriculum of science]. Ş. S. Anagün ve N. Duban (Eds.). Fen bilimleri öğretimi [Teaching of science] in (p. 59-86). Ankara: Anı Publishing.
36. Mallı, S. (2019). A descriptive analysis of academic studies on argumentation in science education in Turkey within the last ten years. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
37. Ministry of National Education-MoNE (2013). İlköğretim kurumları fen bilimleri dersi öğretim programı [Curriculum of science in primary school]. Ankara: Ministry of National Education.
38. Ministry of National Education-MoNE (2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Curriculum of science in primary school]. Ankara: Ministry of National Education.
39. Memis, E. K. (2017). Türkiye'de argümantasyon konusunda gerçeklestirilen tezlerin analizi: Bir meta-sentez çalışması [Analysis of theses on argumentation in Turkey: A Meta-Synthesis Study]. Cumhuriyet International Journal of Education, 6(1), 47-65. doi: 10.30703/cije.32136.
40. Memiş, E. K. (2014). Elementary Students’ ideas about on implementation of argumentation based science-learning approach. Kastamonu Education Journal, 22(2), 400-418.
41. Nasimudheen, M., & Musthafa, M. N. M. A. (2015). Effectiveness of Argumentation based instruction on achievement in science of secondary school students. IOSR Journal of Humanities and Social Science, 20(10), 13-18. doi: 10.9790/0837-201051318.
42. Naylor, S., Keogh, B., & Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37(1), 17-39. doi: 10.1007 / s11165-005-9002-5.
43. Niaz, M., Aguilera, D., Maza, A., & Liendo, G. (2002). Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure. Science Education, 86(4), 505-525. doi: 10.1002/sce.10035.
44. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240. doi: 10.1002/sce.10066.
45. Novianti, N.I., Mukti, W.R., Yuliskurniawati, I.D., Mahanal, S., & Zubaidah, S. (2019). Students’ scientific argumentation skills based on differences in academic ability. IOP Conf. Series: Journal of Physics: Conference Series, 1241, 1-8, doi: 10.1088/1742-6596/1241/1/012034.
46. Oğuz Çakır, B. Z. (2011). The influence of argumentation based instruction on sixth grade students' attitudes toward science, conceptual understandings of physical and chemical change topic and argumentativeness. (Unpublished master’s thesis). Middle East Technical University, Institute of Education Science, Ankara.
47. Okumuş, S. (2012). The effects of argumentation model on student’s achievement and understanding level on the unit of states of matter and heat. (Unpublished master’s thesis). Karadeniz Technical University, Institute of Education Science, Trabzon.
48. Osborne, J. F. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 173–184. doi: 10.12973/ejmste/75396.
49. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. doi: 10.1080/0950069032000032199.
50. Öç, U. (2019). Scientific process skills of science lab applications based on argumentation, their effects on the attitude for laboratory and the creativity. (Unpublished master’s thesis). Sivas Cumhuriyet University, Institute of Education Science, Sivas.
51. Öğreten, B., & Uluçınar-Sağır, Ş. (2014). Argümantasyona dayalı fen öğretiminin etkililiğinin incelenmesi [Examining the effectiveness of argumentation-based science teaching]. Journal of Turkish Science Education, 11(1), 75-100. doi: 10.12973/tused.10104a.
52. Özer, M. (2019). The Effect Of Argumentation Based Teaching In Science Education: Meta-Analysis Study. (Unpublished master’s thesis). Sivas Cumhuriyet University, Sivas. Özkara, D. (2011). Teaching pressure subject to eighth class students with activities based on scientific argumentation. (Unpublished master’s thesis). Adıyaman University. Adıyaman.
53. Padilla, M., Cronin, L., & Twiest, M. (1985). The development and validation of the test of basic process skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, French Lick, IN.
54. Puvirajah, A. (2007). Exploring the quality and credibility of students' argumentation: Teacher facilitated technology embedded scientific inquiry. Wayne State University. Detroid, Michigan. UNI.
55. Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858.
56. Simon, S. (2008). Using Toulmin‟s argument pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31(3), 277-289. doi: 10.1080/17437270802417176.
57. Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260. doi: 10.1080/09500690500336957.
58. Su, K-D. (2020). An argumentation-based study with concept mapping approach in identifying students’ scientific performance skills. Interdisciplinary Journal of Environmental and Science Education, 16(4), doi: https://doi.org/10.29333/ijese/8544
59. Şekerci, A. R. (2013). The effect of argumentation based instruction on student’s argumentation skills and conceptual understanding in Chemistry laboratory. (Unpublished doctoral dissertation). Atatürk University, Erzurum.
60. Tatlısu, S. (2020). Fen bilimleri dersinde argümantasyon yöntemi kullanılmasının 7. sinif öğrencilerinin fen öğrenme becerisi ve bilimsel süreç becerileri üzerine etkisinin incelenmesi [Investigation of the effect of using argumentation method in science lesson on 7th grade students' science learning skills and scientific process skills]. (Unpublished master’s thesis). Akdeniz University, Antalya.
61. Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
62. Tümay, H., & Köseoğlu, F. (2011). Kimya öğretmen adaylarının argümantasyon odaklı öğretim konusunda anlayışlarının geliştirilmesi [Developing chemistry teacher candidates' understanding of argumentation-based teaching]. Turkish Science Education, 8(3), 105-119.
63. Uluay, G. (2012). Investigation of the effect of scientific argumentation based teaching on student's success in teaching Primary School 7th grade Science and Technology course force and motion unit teaching. (Unpublished master’s thesis). Kastamonu University, Institute of Science, Kastamonu.
64. Uluçınar Sağır, Ş. (2008). Investigation of effectiveness of argumentation theory based teaching in science courses (Unpublished doctoral dissertation). Gazi University, Institute of Education Science, Ankara.
65. Ural, E., & Gençoğlan, D. M. (2020). The effect of argumentation-based science teaching approach on 8th graders’ learning in the subject of acids-bases, their attitudes towards science class and scientific process skills. Interdisciplinary Journal of Environmental and Science Education, 16(1). doi: 10.29333/ijese/6369.
66. Üstünkaya, I. & Savran Gencer, A. (2012). İlköğretim 6. sınıf seviyesinde bilimsel tartışma (argumentation) odaklı etkinliklerle dolaşım sistemi konusunun öğretiminin akademik başarıya etkisi. X. National Education of Science and Mathematics Congress, Niğde University.
67. Venville, G. J.,& Dawson, V. M. (2010). The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952-977. doi: 10.1002/tea.20358.
68. Walker, J. P., Sampson, V., Grooms, J., Anderson, B., & Zimmerman, C. O. (2012). Argument-driven inquiry in undergraduate chemistry labs: The impact on students' conceptual understanding, argument skills, and attitudes toward science. Journal of College Science Teaching, 41(4), 74.
69. Yalçın Çelik, A. (2010). An analysis of the influences of the teaching approach based on scientific argumentation on high school students' conceptual understanding, attitudes, and willingness for argumentation and the quality of argumentation. (Unpublished master’s thesis). Gazi University, Ankara.
70. Yalçın, G. A. (2019). The effect of argumentation based science learning approach on academic success and motivation of 9th grade students in a physics course. (Unpublished master’s thesis). Gazi University, Ankara.
71. Yeh, K. H., & She, H. C. (2010). On-line synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context. Computers & Education, 55(2), 586-602. doi: 10.1016/j.compedu.2010.02.020.
72. Yeşildağ Hasançebi, F., & Günel, M. (2013). Effects of argumentation based inquiry approach on disadvantaged students’ science achievement. Elementary Education Online, 12(4), 1056–1073.
73. Yıldırır, H. E. (2013). The evaluation of learning environment based argumentation in classroom: A case study involving experienced chemistry teachers and prospective chemistry teachers. (Unpublished doctoral dissertation). Balıkesir University, Institute of Science, Balıkesir.
74. Yüksel, Y. (2019). The effect of argumentation based biology instruction on achievement, attitude and critical thinking skills. (Unpublished doctoral dissertation). Gazi University, Institute of Education Science, Ankara
75. Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62. doi: 10.1002/tea.10008.