Araştırma Makalesi
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Development of Eighth Grade Students' Argument Quality through Concept Cartoons on Local Socioscientific Issues

Yıl 2021, Cilt: 9 Sayı: 2, 361 - 388, 03.12.2021

Öz

Students go through an in-depth discussion and argumentation process, while deciding on socioscientific issues SSIs . In this study, it was aimed to examine the effect of concept cartoons about local SSIs on students' argument quality. The sample of the study, in which a single group pretest-posttest quasi-experimental design is adopted, consists of 25 eighth grade students. In the study, a total of nine concept cartoons were developed about river type hydroelectric power plant HEPP , organic tea and green road. Students' arguments about SSIs were determined with openended questions by writing before and after classroom applications The obtained data were analyzed with a rubric. Research findings showed that concept cartoons practices about the local SSIs improved students' argument quality. This development is the result of in-class discussions where concept cartoons provide an environment for multiple reasoning development by presenting different perspectives on local SSIs. To improve students’ argument quality, it is suggested that local SSIs, where they have observation and experience in their daily lives, should be included more in the curriculum

Kaynakça

  • Akbaş, M. & Çetin, P.S. (2018). Research article the investigation of gifted students’ argumentation level and informal reasoning related to socioscientific issues. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 339-360.
  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio- scientific issue. Research in Science Education, 38, 67-90.
  • American Association for the Advancement of Science [AAAS] (1989). Science for all Americans. Washington DC: AAAS.
  • Atasoy, Ş. (2013). Effect of writing-to-learn strategy on undergraduates’ conceptual understanding of electrostatics. The Asia-Pacific Education Researcher, 22(4), 593-602.
  • Atasoy, Ş. (2017). Kavram Karikatürü. Z. Tatlı (ed.), Kavram öğretiminde web 2.0, s. 98- 119, Pegem Akademi Yayıncılık, Ankara.
  • Atasoy, Ş. (2018). Öğretmen adaylarının yaşam alanlarına göre yerel sosyobilimsel konularla ilgili informal muhakemeleri. Fen Bilimleri Öğretimi Dergisi, 6(1), 60-72.
  • Atasoy, Ş. (2021). Sosyobilimsel Konuların Öğretimi: Kavram Karikatürleri. A. Yenilmez Türkoğlu ve D. Karışan (ed.), Sosyobilimsel konular, s. 281-299, Eğiten Kitap, Ankara.
  • Atasoy, E. & Baki, A. (2020). Investigation of students’ cognitive learning in mathematics lessons supported with writing activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 528-583.
  • Atasoy, Ş. & Ergin, S. (2017). The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Research in Science & Technological Education, 35(1), 58-73.
  • Atasoy, Ş., Tekbıyık, A. & Gülay, A. (2013). Beşinci sınıf öğrencilerinin ses kavramını anlamaları üzerine kavram karikatürlerinin etkisi. Türk Fen Eğitim Dergisi, 10(1), 176-196.
  • Atasoy, Ş., Tekbıyık, A. & Yüca, O.Ş. (2019). Determining informal reasoning of students for some local socioscientific issues in the Black Sea Region: HEPP, organic tea and green road project. Hacettepe University Journal of Education, 34(2), 524-540.
  • Atasoy, Ş. & Zoroğlu, M.A. (2015). Okul öncesi dönemdeki çocuklara yönelik kavram karikatürlerinin geliştirilmesi ve uygulanması. e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8, 38-70.
  • Balım, A.G., İnel, D. & Evrekli, E. (2008). The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. İlköğretim Online, 7(1), 188-202.
  • Balım, A.G., İnel-Ekici, D. & Özcan, E. (2016). Concept cartoons supported problem- based learning method in middle school science classrooms. Journal of Education and Learning, 5(2), 272-284.
  • Balım, A.G., Ormancı, Ü., Evrekli, E., Kaçar, S. & Türkoğuz, S. (2016). Fen derslerinde kavram karikatürü kullanım örnekleri ve öğrenci-öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 773-791.
  • Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E.L., Alcaraz- Dominguez, S., Barajas, M. & Dagan, E. (2019). Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56, 1207-1233.
  • Brooks, K. & Lusk, J. (2011). U.S. consumers attitudes toward farm animal cloning. Appetite, 57, 483-492.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2019). Eğitimde Bilimsel Araştırma Yöntemleri. 27. baskı, Pegem Akademi Yayıncılık, Ankara.
  • Capkinoglu, E., Yilmaz, S. & Leblebicioglu, G. (2020). Quality of argumentation by seventh graders in local socioscientific issues. Journal of Research in Science Teaching, 57, 827–855.
  • Chang, S.N. & Chiu, M.H. (2008). Lakatos’ scientific research programmers as a framework for analyzing informal argumentation about socio‐scientific issues. International Journal of Science Education, 30(13), 1753-1773.
  • Chin, C. & Teou, L.-Y. (2009). Using concept cartoons in formative assessment: scaffolding students‟ argumentation. International Journal of Science Education, 31(10), 1307- 1332.
  • Chin, C. & Teou, L.-Y. (2010). Formative assessment: Using concept cartoon, pupils’ drawings, and group discussions to tackle children’s ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.
  • Cinar, D. & Bayraktar, S. (2014). Evaluation of the effects of argumentation-based science teaching on 5th grade students’ conceptual understanding of the subjects related to “matter and change”. International Journal of Education in Mathematics, Science and Technology, 2(1), 49-77.
  • Demirbağ, M. & Günel, M. (2014). Argümantasyon tabanlı fen eğitimi sürecine modsal betimleme entegrasyonunun akademik başarı, argüman kurma ve yazma becerilerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 373-392.
  • Demircioğlu, T. & Uçar, S. (2014). Akkuyu nükleer santrali konusunda üretilen yazılı argümanların incelenmesi. İlköğretim Online, 13(4), 1373-1386.
  • Dori, Y.J., Tal, R. & Tsaushu, M. (2003). Teaching biotechnology through case studies: Can we improve higher order thinking skills of nonscience majors? Science Education, 87, 767- 793.
  • Ekborg, M., Ottander, C., Silfver, E. & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: A large scale and in-depth study. Research in Science Education,
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  • Eş, H., Işık Mercan, S. & Ayas, C. (2016). Türkiye için yeni bir sosyobilimsel tartışma: Nükleer ile yaşam. Turkish Journal of Education, 5(2), 47-59.
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Yerel Sosyobilimsel Konularda Kavram Karikatürleri Aracılığıyla Sekizinci Sınıf Öğrencilerinin Argüman Kalitelerinin Geliştirilmesi

Yıl 2021, Cilt: 9 Sayı: 2, 361 - 388, 03.12.2021

Öz

Öğrenciler karşılaştıkları sosyobilimsel konularla SBK ilgili bir karara varırken derinlemesine bir tartışma yani argümantasyon süreci yaşarlar. Bu araştırmada, yerel SBK’de hazırlanan kavram karikatürlerinin, öğrencilerin argüman kalitelerine etkisinin incelenmesi amaçlanmıştır. Tek grup ön test-son test yarı deneysel desenin benimsendiği araştırmanın örneklemini 25 sekizinci sınıf öğrencisi oluşturmaktadır. Çalışmada nehir tipi hidroelektrik santral HES , organik çay ve yeşil yol konularında toplam dokuz adet kavram karikatürü geliştirilmiştir. Öğrencilerin SBK hakkındaki argümanları sınıf uygulamalarından önce ve sonra yazılı olarak, açık uçlu sorularla belirlenmiştir. Elde edilen veriler ise bir rubrik yardımıyla analiz edilmiştir. Araştırma bulguları, kavram karikatürü uygulamalarının öğrencilerin argüman kalitelerini geliştirdiğini göstermiştir. Bu gelişim, kavram karikatürlerinin uygulanması sonucu yerel SBK hakkında farklı bakış açıları sunarak etkili bir akıl yürütme ortamı sağlayan sınıf içi tartışmaların sonucudur. Öğrencilerin argüman kalitelerinin daha çok gelişebilmesi için öğretim programlarında, günlük hayatlarında gözlem ve deneyime sahip oldukları yerel SBK’ye daha çok yer verilmesi önerilmektedir

Kaynakça

  • Akbaş, M. & Çetin, P.S. (2018). Research article the investigation of gifted students’ argumentation level and informal reasoning related to socioscientific issues. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 339-360.
  • Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio- scientific issue. Research in Science Education, 38, 67-90.
  • American Association for the Advancement of Science [AAAS] (1989). Science for all Americans. Washington DC: AAAS.
  • Atasoy, Ş. (2013). Effect of writing-to-learn strategy on undergraduates’ conceptual understanding of electrostatics. The Asia-Pacific Education Researcher, 22(4), 593-602.
  • Atasoy, Ş. (2017). Kavram Karikatürü. Z. Tatlı (ed.), Kavram öğretiminde web 2.0, s. 98- 119, Pegem Akademi Yayıncılık, Ankara.
  • Atasoy, Ş. (2018). Öğretmen adaylarının yaşam alanlarına göre yerel sosyobilimsel konularla ilgili informal muhakemeleri. Fen Bilimleri Öğretimi Dergisi, 6(1), 60-72.
  • Atasoy, Ş. (2021). Sosyobilimsel Konuların Öğretimi: Kavram Karikatürleri. A. Yenilmez Türkoğlu ve D. Karışan (ed.), Sosyobilimsel konular, s. 281-299, Eğiten Kitap, Ankara.
  • Atasoy, E. & Baki, A. (2020). Investigation of students’ cognitive learning in mathematics lessons supported with writing activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(2), 528-583.
  • Atasoy, Ş. & Ergin, S. (2017). The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Research in Science & Technological Education, 35(1), 58-73.
  • Atasoy, Ş., Tekbıyık, A. & Gülay, A. (2013). Beşinci sınıf öğrencilerinin ses kavramını anlamaları üzerine kavram karikatürlerinin etkisi. Türk Fen Eğitim Dergisi, 10(1), 176-196.
  • Atasoy, Ş., Tekbıyık, A. & Yüca, O.Ş. (2019). Determining informal reasoning of students for some local socioscientific issues in the Black Sea Region: HEPP, organic tea and green road project. Hacettepe University Journal of Education, 34(2), 524-540.
  • Atasoy, Ş. & Zoroğlu, M.A. (2015). Okul öncesi dönemdeki çocuklara yönelik kavram karikatürlerinin geliştirilmesi ve uygulanması. e-Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8, 38-70.
  • Balım, A.G., İnel, D. & Evrekli, E. (2008). The effects the using of concept cartoons in science education on students’ academic achievements and enquiry learning skill perceptions. İlköğretim Online, 7(1), 188-202.
  • Balım, A.G., İnel-Ekici, D. & Özcan, E. (2016). Concept cartoons supported problem- based learning method in middle school science classrooms. Journal of Education and Learning, 5(2), 272-284.
  • Balım, A.G., Ormancı, Ü., Evrekli, E., Kaçar, S. & Türkoğuz, S. (2016). Fen derslerinde kavram karikatürü kullanım örnekleri ve öğrenci-öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 773-791.
  • Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E.L., Alcaraz- Dominguez, S., Barajas, M. & Dagan, E. (2019). Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56, 1207-1233.
  • Brooks, K. & Lusk, J. (2011). U.S. consumers attitudes toward farm animal cloning. Appetite, 57, 483-492.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2019). Eğitimde Bilimsel Araştırma Yöntemleri. 27. baskı, Pegem Akademi Yayıncılık, Ankara.
  • Capkinoglu, E., Yilmaz, S. & Leblebicioglu, G. (2020). Quality of argumentation by seventh graders in local socioscientific issues. Journal of Research in Science Teaching, 57, 827–855.
  • Chang, S.N. & Chiu, M.H. (2008). Lakatos’ scientific research programmers as a framework for analyzing informal argumentation about socio‐scientific issues. International Journal of Science Education, 30(13), 1753-1773.
  • Chin, C. & Teou, L.-Y. (2009). Using concept cartoons in formative assessment: scaffolding students‟ argumentation. International Journal of Science Education, 31(10), 1307- 1332.
  • Chin, C. & Teou, L.-Y. (2010). Formative assessment: Using concept cartoon, pupils’ drawings, and group discussions to tackle children’s ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.
  • Cinar, D. & Bayraktar, S. (2014). Evaluation of the effects of argumentation-based science teaching on 5th grade students’ conceptual understanding of the subjects related to “matter and change”. International Journal of Education in Mathematics, Science and Technology, 2(1), 49-77.
  • Demirbağ, M. & Günel, M. (2014). Argümantasyon tabanlı fen eğitimi sürecine modsal betimleme entegrasyonunun akademik başarı, argüman kurma ve yazma becerilerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 14(1), 373-392.
  • Demircioğlu, T. & Uçar, S. (2014). Akkuyu nükleer santrali konusunda üretilen yazılı argümanların incelenmesi. İlköğretim Online, 13(4), 1373-1386.
  • Dori, Y.J., Tal, R. & Tsaushu, M. (2003). Teaching biotechnology through case studies: Can we improve higher order thinking skills of nonscience majors? Science Education, 87, 767- 793.
  • Ekborg, M., Ottander, C., Silfver, E. & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: A large scale and in-depth study. Research in Science Education,
  • 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.
  • Eş, H., Işık Mercan, S. & Ayas, C. (2016). Türkiye için yeni bir sosyobilimsel tartışma: Nükleer ile yaşam. Turkish Journal of Education, 5(2), 47-59.
  • Et, S.Z. & Gömleksiz, M.N. (2021). Fen bilimleri, biyoloji ve fizik dersi öğretim programlarının sosyobilimsel konular açısından değerlendirilmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 31(2), 745-756.
  • Evagorou, M., Jimenez-Aleixandre, M.P. & Osborne, J. (2012). ‘Should we kill the grey squirrels?’ A study exploring students’ justifications and decision-making. International Journal of Science Education, 34(3), 401-428.
  • Evren Yapıcıoğlu, A. & Kaptan, F. (2017). A mixed method research study on the effectiveness of socioscientific issue-based instruction. Education and Science, 42(192), 113- 137.
  • Fowler, S.R., Zeidler, D.L. & Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school students. International Journal of Science Education, 31, 279-296.
  • Hofstein, A., Eilks, I. & Bybee, R.W. (2011). Societal issues and their importance for contemporary science education: A pedagogical justification and the state-of-the-art in Israel, Germany, and the USA. International Journal of Science and Mathematics Education, 9, 1459- 1483.
  • Kabapınar, F. (2005). Effectiveness of teaching via concept cartoons from the point of view of constructivist approach. Educational Sciences: Theory & Practice, 5(1), 101-146.
  • Kaçar, S., Ormanci, Ü., Özcan, E. & Balim, A.G. (2020). Concept cartoon samples integrated into problem-based learning in a science course. Journal of Inquiry Based Activities, 10(2), 127-145.
  • Karışan, D., Yılmaz Tüzün, Ö. & Zeidler, D.L. (2017). Quality of preservice teachers’ argumentation in socioscientific issues context. Journal of Human Sciences, 14(4), 3504-3520.
  • Keogh, B. & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446.
  • Khishfe, R. & Lederman, N.G. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43, 395–418.
  • Khishfe, R., Alshaya, F.S., Boujaoude, S., Mansour, N. & Alrudiyan, K. (2017). Students' understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299-334.
  • Kinslow, A.T., Sadler, T.D. & Nguyen, H.T. (2019). Socio-scientific reasoning and environmental literacy in a field-based ecology class. Environmental Education Research,
  • Lee, M.-K. & Erdogan, I. (2007). The effect of science-technology-society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315-1327.
  • Lee, Y.C. & Grace, M. (2010). Students’ reasoning processes in making decisions about an authentic, local socioscientific issue: Bat conservation. Journal of Biological Education, 44(4), 156-165.
  • Lin, J.-W., Cheng, T.-S., Wang, S.-J. & Chung, C.-T. (2020). The effects of socioscientific issues web searches on grade 6 students’ scientific epistemological beliefs: The role of information positions. International Journal of Science Education, 42(15), 2534-2553.
  • Millî Eğitim Bakanlığı [MEB] (2018). İlköğretim Fen Bilimleri Dersi Öğretim Programı (3, 4, 5, 6, 7 ve 8. Sınıflar), Ankara.
  • Minárechová, M. (2016). Using a concept cartoon method to address elementary school students’ ideas about natural phenomena. European Journal of Science and Mathematics Education, 4(2), 214‐228.
  • Morris, M., Merritt, M., Fairclough, S., Birrell, N. & Howitt, C. (2007). Trialing concept cartoons in early childhood teaching and learning of science. Teaching Science, 53(2), 42-45.
  • National Research Council [NRC]. (1996). National science education standards. Washington DC: The National Academic Press.
  • Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93-106.
  • Naylor, S. & Keogh, B. (2000). Concept Cartoons in Science Education. Cheshire: Milligate Hause Publishing.
  • Naylor, S., Keogh, B. & Downing, B. (2007). Argumentation and primary science. Research in Science Education, 37, 17-39.
  • Oluk, S. & Özalp, I. (2007). The teaching of global environmental problems according to the constructivist approach: As a focal point of the problem and the availability of concept cartoons. Educational Sciences: Theory and Practice, 7(2), 881-896.
  • Ormancı, Ü. & Şaşmaz-Ören, F. (2011). Assessment of concept cartoons: An exemplary study on scoring. Procedia-Social and Behavioral Sciences, 15, 3382-3589.
  • Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
  • Ozdemir, E., Coramik, M. & Urek, H. (2020). Determination of conceptual understanding levels related to optics concepts: the case of opticianry. International Journal of Education in Mathematics, Science and Technology, 8(1), 53-64.
  • Ozturk, N. & Yilmaz-Tüzün, O. (2017). Preservice science teachers’ epistemological beliefs and informal reasoning regarding socioscientific issues. Research in Science Education, 47, 1275-1304.
  • Öztürk, A. & Doğanay, A. (2019). Development of argumentation skills through socioscientific issues in science course: A collaborative action research. Turkish Online Journal of Qualitative Inquiry, 10(1), 52-89.
  • Öztürk, A. (2017). An investigation of prospective science teachers’ socio-scientific argumentation processes in terms of metacognition: A causal-comparative study. Pegem Eğitim ve Öğretim Dergisi, 7(4), 547-582.
  • Pekel, F.O. (2019). Effectiveness of argumentation-based concept cartoons on teaching global warming, ozone layer depletion, and acid rain. Journal of Environmental Protection and Ecology, 20(2), 945-953.
  • Pelch, M.A. & McConnell, D.A. (2017). How does adding an emphasis on socioscientific issues influence student attitudes about science, its relevance, and their interpretations of sustainability? Journal of Geoscience Education, 65, 203-214.
  • Sadler, T.D. (2004). Moral sensitivity and its contribution to the resolution of socio‐ scientific issues. Journal of Moral Education, 33(3), 339-358.
  • Sadler, T.D. & Donnelly, L.A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463- 148.
  • Sadler, T.D. & Fowler, S.R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90, 986-1004.
  • Sadler, T.D. & Zeidler, D.L. (2005). Patterns of informal reasoning in the context of socio- scientific decision making. Journal of Research in Science Teaching, 42(1), 112-138.
  • Sasmaz-Oren, F. & Meric, G. (2014). Seventh grade students’ perceptions of using concept cartoons in science and technology course. International Journal of Education in Mathematics, Science and Technology, 2(2), 116-137.
  • Serttaş, S. & Türkoğlu, A.Y. (2020). Diagnosing students' misconceptions of astronomy through concept cartoons. Participatory Educational Research, 7(2), 164-182.
  • Suephatthima, B. & Faikhamta, C. (2018). Developing students’ argument skills using socioscientific issues in a learning unit on the fossil fuel industry and its products. Science Education International, 29(3), 137-148.
  • Tekbıyık, A. (2015). The use of jigsaw collaborative learning method in teaching socioscientific issues: The case of nuclear energy. Journal of Baltic Science Education, 14(2), 237-253.
  • Topçu, M. S. (2017). Sosyobilimsel Konular ve Öğretimi. 2. baskı, Pegem Akademi Yayıncılık, Ankara.
  • Topcu, M.S., Sadler, T.D. & Yilmaz-Tuzun, O. (2010). Preservice science teachers’ informal reasoning about socioscientific issues: The influence of issue context. International Journal of Science Education, 32(18), 2475-2495.
  • Topçu, M.S. & Atabey, N. (2017). Sosyobilimsel konu içerikli alan gezilerinin ilköğretim öğrencilerinin argümantasyon nitelikleri üzerine etkisi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 68-84.
  • Toulmin, S. (1958). The Uses of Argument. Cambridge, UK: Cambridge University Press.
  • Uzoğlu, M., Yıldız, A., Demir, Y. & Büyükkasap, E. (2013). Fen bilgisi öğretmen adaylarının ışıkla ilgili kavram yanılgılarının belirlenmesinde kavram karikatürlerinin ve açık uçlu soruların etkililiklerinin karşılaştırılması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 367-388.
  • 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.
  • Villarín, L.J.R. & Fowler, S.R. (2019). Socioscientific issues to promote content knowledge & socioscientific reasoning in Puerto Rican high school students. The American Biology Teacher, 81(5), 328-332.
  • Walker, K.A. & Zeidler, D.L. (2007). Promoting discourse about socio-scientific issues through scaffolded inquiry. International Journal of Science Education, 29, 1387-1410.
  • Webb, P., Williams, Y. & Meiring, L. (2008). Concept cartoons and writing frames: Developing argumentation in South African science classrooms? African Journal of Research in Mathematics, Science and Technology Education, 12(1), 5-17.
  • Yang, F.Y. (2005). Student views concerning evidence and the expert in reasoning a socio‐scientific issue and personal epistemology. Educational Studies, 31(1), 65-84.
  • Yilmaz, M. (2020). Impact of instruction with concept cartoons on students' academic achievement in science lessons. Educational Research and Reviews, 15(3), 95-103.
  • Yokus, G. & Aycicek, B. (2020). Identifying the concept cartoons' effect on academic achievement in science course: a meta-analysis study. Pamukkale University Journal of Education, 49, 223 -246.
  • Zeidler, D.L., Sadler, T.D., Applebaum, S. & Callahan, B.E. (2009). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46, 74-101.
  • 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.
Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Şengül Atasoy Bu kişi benim

Osman Şinasi Yüca Bu kişi benim

Yayımlanma Tarihi 3 Aralık 2021
Gönderilme Tarihi 2 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 2

Kaynak Göster

APA Atasoy, Ş., & Yüca, O. Ş. (2021). Yerel Sosyobilimsel Konularda Kavram Karikatürleri Aracılığıyla Sekizinci Sınıf Öğrencilerinin Argüman Kalitelerinin Geliştirilmesi. Fen Bilimleri Öğretimi Dergisi, 9(2), 361-388.

Dergide yayımlanmak üzere gönderilen çalışmaların daha önce hiç bir yerde yayımlanmamış ve aynı anda başka bir dergiye gönderilmemiş olması gerekir. Çalışmaların başka dergilerde daha önce yayımlanmamış olması ve/veya değerlendirme sürecinde olmaması yazar(lar)ın sorumluluğundandır. Bu tür bir husus tespit edildiğinde çalışma yazar(lar)a geri gönderilir.

Dergiye çalışma göndermeyi düşünen araştırmacılar https://dergipark.org.tr/tr/pub/fbod dergi adresinde bulunan “Yazım Kuralları”, "Yazarlar İçin Rehber" ve “Makale Gönder” sayfalarını inceleyerek çalışmalarını internet ortamında gönderebilirler. FBÖD ücretsiz bir dergi olup, dergiye gönderilen çalışmalar için yazarlardan değerlendirme veya basım ücreti talep edilmemektedir. Dergide yayımlanan çalışmaların tamamının tam metinleri ücretsiz erişime açıktır. Dergide yayımlanan makalelerden kaynak gösterilmek suretiyle alıntı yapılabilir.

Dergide yayımlamak üzere çalışmalarınızı bekler, derginin ülkemizde fen bilimleri eğitimi ve öğretiminin gelişmesi, bilim okur-yazarlığının yaygınlaşması ve öğretmenlerin uygulamaya dönük ihtiyaçlarının karşılanması amaçlarına katkı sağlamasını temenni ederiz.

EDİTÖR