Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students’ Views

Yıl 2019, Cilt: 9 Sayı: 1, 209 - 245, 20.04.2019

Yavuz Akbaş İbrahim Fevzi Şahin Elif Meral / Research Article

https://doi.org/10.33403/rigeo.529139

Öz

The purpose of this
study was to investigate the effects of the argumentation-based science
learning approach on students’ academic achievements and examine student views
about use of this approach in social studies. We used a mixed methods research
design to document changes as a result of an argumentation-based science
learning approach implementation. The participants were 94 seventh grade
students from three different classrooms of a middle school in Erzurum, Turkey.
We developed the Population in our Country Academic Achievement Test to collect
quantitative data before and after the implementation, and used a
semi-structured interview form to collect quantitative data after the
implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey
test statistical data analysis methods, we analyzed the quantitative data.
Then, we used content analysis method to analyze the qualitative data. Results
of the quantitative data analysis showed that there was no statistically
significant difference between academic achievements mean scores of the
students in the experimental and control groups in the pre-test. However, after
the implementation, there were statistically significant differences between
groups indicating that academic achievement mean scores of students in the
experimental group was statistically higher than those students in the control
groups in the post-test. Results of the qualitative data analysis indicated the
argumentation-based science learning approach activities helped students
understand subjects better, facilitated their learning, provided permanent
learning opportunities, increased their interest and attitudes towards the course,
and enhanced their success in social studies. These results suggested that
implementing the argumentation-based science learning approach in social
studies was effective in enhancing students’ academic achievement and resulted
in developing positive views of students about the approach

Anahtar Kelimeler

Argumentation-based science learning, argumentation, social studies, mixed methods, academic achievement

Kaynakça

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