The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Ümit Duruk; Emine Çavuş; Abuzer Akgün

doi:10.18009/jcer.1323212

TR EN

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Öz

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

Anahtar Kelimeler

Pseudoscientific beliefs, issue of demarcation-based scientific argumentation, argumentation skills, retention, concept cartoon

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Öz

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

Anahtar Kelimeler

Pseudoscientific beliefs, issue of demarcation-based scientific argumentation, argumentation skills, retention, concept cartoon

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Fen Bilgisi Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Ümit Duruk ^*
0000-0002-9079-9367
Türkiye

Emine Çavuş
0000-0002-6377-7461
Türkiye

Abuzer Akgün
0000-0002-3966-4483
Türkiye

Erken Görünüm Tarihi

25 Ekim 2023

Yayımlanma Tarihi

27 Ekim 2023

Gönderilme Tarihi

5 Temmuz 2023

Kabul Tarihi

4 Ekim 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 11 Sayı: 22

DOI

https://doi.org/10.18009/jcer.1323212

IZ

https://izlik.org/JA68DG94JN

APA

Duruk, Ü., Çavuş, E., & Akgün, A. (2023). The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research, 11(22), 643-670. https://doi.org/10.18009/jcer.1323212

AMA

1.Duruk Ü, Çavuş E, Akgün A. The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. JCER. 2023;11(22):643-670. doi:10.18009/jcer.1323212

Chicago

Duruk, Ümit, Emine Çavuş, ve Abuzer Akgün. 2023. “The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs”. Journal of Computer and Education Research 11 (22): 643-70. https://doi.org/10.18009/jcer.1323212.

EndNote

Duruk Ü, Çavuş E, Akgün A (01 Ekim 2023) The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. Journal of Computer and Education Research 11 22 643–670.

IEEE

[1]Ü. Duruk, E. Çavuş, ve A. Akgün, “The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs”, JCER, c. 11, sy 22, ss. 643–670, Eki. 2023, doi: 10.18009/jcer.1323212.

ISNAD

Duruk, Ümit - Çavuş, Emine - Akgün, Abuzer. “The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs”. Journal of Computer and Education Research 11/22 (01 Ekim 2023): 643-670. https://doi.org/10.18009/jcer.1323212.

JAMA

1.Duruk Ü, Çavuş E, Akgün A. The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. JCER. 2023;11:643–670.

MLA

Duruk, Ümit, vd. “The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs”. Journal of Computer and Education Research, c. 11, sy 22, Ekim 2023, ss. 643-70, doi:10.18009/jcer.1323212.

Vancouver

1.Ümit Duruk, Emine Çavuş, Abuzer Akgün. The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs. JCER. 01 Ekim 2023;11(22):643-70. doi:10.18009/jcer.1323212

Cited By

Effects of the Activities Designed in the Context of Science-Pseudoscience Distinction on the 7th Grade Students’ Pseudoscientific Beliefs, Criteria for Scientific Validity and Critical Thinking Skills

Journal of Computer and Education Research

https://doi.org/10.18009/jcer.1691866

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The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Öz

Anahtar Kelimeler

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

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Cited By

Effects of the Activities Designed in the Context of Science-Pseudoscience Distinction on the 7th Grade Students’ Pseudoscientific Beliefs, Criteria for Scientific Validity and Critical Thinking Skills