The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students

Erol Taş; Hatice Güler; Jülide Sarıgöl; Banu Tepe; Filiz Demirci

doi:10.17275/per.22.142.9.6

EN

The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students

Abstract

The current study determined the impact of the Argumentation-Flipped Learning (AFL) Model on the scientific process skills and academic achievement of students by performing a quasi-experimental pretest-posttest and retention control group design. The data were collected by scientific process skills test and concept test from a total of 112 5th grade students randomly selected from a public school in the 2017-2018 academic year. In the curriculum, Experimental group-I and Experimental group-II students were taught the lesson by argumentation-flipped learning model and Flipped Teaching Method (FTM), respectively. The lessons in the control group were taught by the method where the teacher was the narrator. The information and the activities in the curriculum were presented directly. The study was applied in the “Matter and Change” unit. The data of the study were collected by scientific process skills and academic achievement test. SPSS 22.0 package program was used to analyze the data obtained from the study. Shapiro-Wilk Distribution Test and descriptive statistics were used to determine whether the data showed normal distribution. Furthermore, Analysis of Covariance (ANCOVA) was used. According to the study’s results, it was determined that the methods applied to the groups did not make a significant difference in the levels of scientific process or in student’s academic success.

Keywords

flipped learning, science process skills, academic achievement, matter and change

References

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, 9 (1), 209-245. DOI: 10.33403/rigeo.529139.
Akgün, M., & Atıcı, B. (2017). Ters-düz sınıfların öğrencilerin akademik başarısı ve görüşlerine etkisi [The Effect of Flipped Classroom on Learners’ Academic Achievements and Views]. Kastamonu Eğitim Dergisi, [Kastamonu Journal of Education] 25 (1), 329-344. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/27737/309169.
Aslan, S. (2016). Argümantasyona dayalı laboratuvar uygulamaları: Bilimsel süreç becerilerine ve laboratuvar dersine yönelik tutuma etkisi.[Argumentation Based Activities in the Laboratory: The Effect of on Science Process Skills and Attitudes towards Laboratory Course] Hacettepe Üniversitesi Eğitim Fakültesi Dergisi[H. U. Journal of Education],31(4), 762-777. doi: 10.16986/HUJE.2016015700.
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. Retrieved from https://www.ceeol.com/search/article-detail?id=950369
Baepler, P., Walker, J. D., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006
Bağ, H. & Çalık, M. (2017). İlköğretim düzeyinde yapılan argümantasyon çalışmalarına yönelik tematik içerik analizi [Thematic Content Analysis for Argumentation Studies at Primary Education Level]. Eğitim ve Bilim [Education and Science], 42 (190), 281- 303. http://doi.org/10.15390/EB.2017.6845
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education(ISTE), Washington DC, (pp. 120-190). Bhagat, K. K., Cheng-Nan, C. & Chun-Yen, C. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.19.3.134.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA. 30(9), 1-18. http://doi.org/10.18260/1-2--22585.
Bolat, Y. (2016). The flipped classes and educatıon informatıon network (EIN). Journal of Human Sciences, 13(2), 3373-3388. http://doi.org/10.14687/jhs.v13i2.3952
Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of research in science teaching, 22(2), 169-177. https://doi.org/10.1002/tea.3660220208.

Büyüköztürk Ş. (2016), Sosyal bilimler için veri analizi el kitabı, İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum[Data analysis handbook for social sciences, Statistics, Research Design SPSS Applications and Interpretation]. Ankara: Pegem Academy, Retrieved from https://depo.pegem.net/9789756802748.pdf
Cabı, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3482.
Camiling, M. K. (2017). The flipped classroom: teaching the basic science process skills to high-performing 2nd grade students of miriam college lower school. IAFOR Journal of Education, 5, 213-227. Retrieved from https://files.eric.ed.gov/fulltext/EJ1304465.pdf.
Can, A. (2018). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis by scientific research process with SPSS]. Ankara: Pegem Academy. Ceylan, Ç. (2010). Implementing the science writing heuristic (SWH) approach in science laboratory activities. (Unpublished masters’s thesis), Gazi University, Ankara.
Chandran, S., Treagust, D. F. & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24: 145–160. https://doi.org/10.1002/tea.3660240207
Clark, K. R. (2013). Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study. (Unpublished doctoral thesis), Capella University, USA.
Creswell, J., W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları[Research design qualitative, quantitative and mixed method approaches]. Ankara: Eğiten Book.
Çakır, E., & Yaman, S. (2018). Ters yüz sınıf modelinin öğrencilerin fen başarısı ve bilgisayarca düşünme becerileri üzerine etkisi [The effect of flipped classroom model on students' science achievement and computational thinking skills]. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 38(1): 75-99. Retrieved from https://dergipark.org.tr/en/download/article-file/462732.
Çetinkaya, E., & Tasar, M. F. (2018). Examining the argumentation researches at the science education in Turkey. Hacettepe University Journal of Education, 33(2), 353-381. 10.16986/huje.2017030625
Demiral, Ü. & Çepni, S. (2018). Examining argumentation skills of preservice science teachers in terms of their critical thinking and content knowledge levels: An example using GMOs. Journal of Turkish Science Education, 15(3), 128-151. doi: 10.12973/tused.10241a)
Demirbağ, M., & Günel, M. (2014). Argümantasyon tabanlı bilim öğrenme yaklaşımının kullanıldığı fen sınıflarında modsal betimleme eğitiminin öğrencilerin fen başarıları ve yazma becerilerine etkisi[The Effect of Argumentation Based Learning Approach on Environmental Attitude, Behavior and Success of Secondary School 6th Graders]. Educational Sciences: Theory & Practice, 14(1), 373-392. Retrieved from https://dergipark.org.tr/tr/pub/gebd/issue/53429/647347
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1). https://doi.org/10.12738/estp.2015.1.2324 Demirel, R. (2015). The effect of indıvıdual and group argumentatıon on student academıc achıevement in force and movement issues. Eğitimde Kuram ve Uygulama, 11(3), 916-948. Retrieved from https://dergipark.org.tr/en/pub/eku/issue/5466/74187
Demirer, V., & Aydın, B. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: içerik analizi [A look at the studies carried out within the framework of the flipped classroom model: content analysis]. Eğitim Teknolojisi Kuram ve Uygulama [Educational Technology Theory and Practice], 7(1), 57-82. https://doi.org/10.17943/etku.288488
Deng, Z. (2001). The centrality of subject matter in teaching thinking: John Dewey's idea of psychologizing the subject matter revisited. Educational Research Journal, 16(2), 193-212. Retrieved from https://repository.nie.edu.sg/bitstream/10497/12249/1/ERJ-16-2-193.pdf.
Driscoll, M. (2005). Cognitive information processing. Psychology of learning for instruction Boston: Pearson Allyn and Bacon, 71-152. Retrieved from https://ocw.metu.edu.tr/pluginfile.php/9013/mod_resource/content/1/driscoll-ch10%20(1).pdf.
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. https://doi.org/10.1002/sce.20012
Evagorou, M. and Osborne, J. (2009). Dimensions of Successful Argumentation. Paper presented at 8. European Science Education Research Association (ESERA) Annual Conference 31 August-4 September. İstanbul, Turkey.
Felder, R. M., & Brent, R. (2003). Designing and teaching courses to satisfy the abet engineering criteria. Journal of Engineering Education, 92(1), 7-25. https://doi.org/10.1002/j.2168-9830.2003.tb00734.x
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business education & accreditation, 6(1), 63-71. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2331035
Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learning in higher education: An investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18-27. https://doi.org/10.1080/21532974.2014.967420
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ982840.pdf
Geban, Ö., Askar, P., & Özkan, I. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10. https://doi.org/10.1080/00220671.1992.9941821
Gençer, B. G. (2015). A case study towards the implementation of the flipped classroom model in the schools. [Unpublished masters’s thesis]. Bahçeşehir Unıversity, İstanbul.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. http://dx.doi.org/10.1016/j.jneb.2014.08.008
Göğebakan-Yıldız, D., Kıyıcı, G., & Altıntaş, G. (2016). Ters-Yüz Edilmiş Sınıf Modelinin Öğretmen Adaylarının Erişileri ve Görüşleri Açısından İncelenmesi. [A Research into the Flipped Classroom in terms of the Academic Achievement, and Views of the Prospective Teachers]. Sakarya University Journal of Education, 6(3), 186-200. https://doi.org/10.19126/suje.281368
Graham, C. R. (2006). Blended learning systems: Defination, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs, (3-21). USA: Pfeiffer.
Gülen, S., & Yaman, S. (2019). The effect of integration of STEM disciplines into Toulmin's argumentation model on students’ academic achievement, reflective thinking, and psychomotor skills. Journal of Turkish Science Education, 16(2), 216-230. doi: 10.12973/tused.10276a)
Hamdan, N., McKnight, P., McKnight, K. M. & Arfstrom, K. M. (2014). A review of Flipped Learning. Flipped learning network. George Mason University, Pearson. Retrieved from https://flippedlearning.org/wpcontent/uploads/2016/07/LitReview_FlippedLearning.
Huang, K. H., Hung, K.-C. & Cheng, C.-C. (2012). Enhancing interactivity in geography class: fostering critical thinking skills through technology. Problems of Education in the 21st Century, (50), 32-45. Retrieved from http://www.scientiasocialis.lt/pec/node/810.
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-Based Learning. In J. M. Spector, J. G. van Merrienboer, M. D., Merrill, & M. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology, (485-506). Mahwah, NJ: Erlbaum. Retrieved from https://pdfs.semanticscholar.org/8642/84970bebcd0d62bf0d31a26a1a67ba0e7883.pdf.
Iris, R. & Vikas, A. (2011). E-Learning technologies: A key to dynamic capabilities. Computers in Human Behavior, 27(5), 1868-1874. https://doi.org/10.1016/j.chb.2011.04.010.
Işıker, Y., & İrfan, E. (2021). The impact of argumentation-based instruction on academic achievements and scientific process skills of primary school students and their attitudes towards the science course. International Journal of Scholars in Education, 1-14. https://doi.org/10.52134/ueader.840877
İnam, A., & Güven, S. (2019). Argümantasyon yönteminin kullanıldığı deneysel çalışmaların analizi: bir meta-sentez çalışması [Analysis of Experimental Studies Using Argumentation Method: A Meta-Synthesis Study]. The Journal of International Lingual Social and Educational Sciences, 5 (1), 155-173. https://doi.org/10.34137/jilses.584642
Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012-2017: An NMC Horizon Report regional analysis (1-23). Texas: The New Media Consortium.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), ar5. https://doi.org/10.1187/cbe.14-08-0129
Memiş, 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]. 1. Cumhuriyet International Journal of Education, 6(1), 47-65. https://doi.org/10.30703/cije.321436.
Karaca, C. (2016). Öğretim teknolojilerinde güncel bir yaklaşım: ters yüz öğrenme [A contemporary approach to instructional technologies: flipped learning]. 1161-1172. Ankara: Pegem Publisher. DOI: 10.14527/9786053183563.071.
Karaer, G., Karademir, E., & Tezel, Ö. (2019). Sınıf öğretmen adaylarının fen laboratuvarında argümantasyon tabanlı öğretime yönelik görüşlerinin incelenmesi[Examination of pre-service teachers' views on argumentation-based teaching in the science laboratory]. Eskişehir Osmangazi University Journal of Social Sciences, 20, 217-241. https://doi.org/10.17494/ogusbd.548346.
Karakuş, M., & Yalçın, O. (2016). Fen eğitiminde argümantasyon temelli öğrenmenin akademik başarıya ve bilimsel süreç becerilerine etkisi: bir meta-analiz çalışması [The effect of the argümantation-based learning in science education to the academic achievement and scientific process skills: a meta analysis study]. Anadolu Üniversitesi Sosyal Bilimler Dergisi [Anadolu University Journal of Social Sciences], 16(4), 1-20. https://doi.org/10.18037/ausbd.415534
Karslı-Baydere, F. (2017). The effect of prediction-observation-explanation embedded within context-based approach: the states of matter- heat and temperature. Esera Conference, 21-25 August, Dublin, Ireland.
Kaya, O. N., & Kılıç, Z. (2010). Fen sınıflarında meydana gelen diyaloglar ve öğrenme üzerine etkileri [Types of dialogs and their effects on learning In science classrooms]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 18(1), 115-130. Retrieved from https://dergipark.org.tr/en/download/article-file/817892
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. https://doi.org/10.1016/j.compedu.2014.05.009.
Lin, C. H., Chiu, C. H., Hsu, C. C., Wang, T. I., & Chen, C. H. (2018). The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills. Journal of Computer Assisted Learning, 34(3), 279-292. https://doi.org/10.1111/jcal.12241
Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “first principles of instruction” as a design theory of the flipped classroom: findings from a collective study of four secondary school subjects. Computers & Education, 118, 150-165. https://doi.org/10.1016/j.compedu.2017.12.003
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. (Unpublished master’s thesis). Montana State University, Bozeman, Montana.
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC medical education, 15(1), 1-10. DOI 10.1186/s12909-015-0317-2
MEB. (2018). Fen bilimleri dersi öğretim programı [Science course curriculum]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
Namdar, B., & Shen, J. (2016). Intersection of argumentation and the use of multiple representations in the context of socioscientific issues. International Journal of Science Education, 38(7), 1100-1132. https://doi.org/10.1080/09500693.2016.1183265
Oktay, S., & Çakır, R. (2013). Teknoloji destekli beyin temelli öğrenmenin öğrencilerin akademik başarıları, hatırlama düzeyleri ve üst bilişsel farkındalık düzeylerine etkisi [The effect of technology-assisted brain-based learning on students' academic achievement, recall levels and metacognitive awareness]. Türk Fen Eğitimi Dergisi[Turkish Science Education], 10(3), 3-23. Retrieved from https://www.tused.org/index.php/tused/article/view/384/326
Okumuş, S. (2012). The effects of argumentation model on students’ achievement and understanding level on the unit of states of matter and heat. (Unpublished masters’s thesis). Karadeniz Teknik University, Trabzon.
Öztürk, S. (2016). The effect of flip learning method on the students' academic achievement, computer attitudes and self-directed learning skills in programming language teaching. (Unpublished masters’s thesis). Ankara University, Ankara.
Öztürk, S., & Alper, A. (2019). Programlama öğretimindeki ters-yüz öğretim yönteminin öğrencilerin başarılarına, bilgisayara yönelik tutumuna ve kendi kendine öğrenme düzeylerine etkisi [The effect of flipped teaching method in programming teaching on students' achievement, attitude towards computer and self-learning levels]. Bilim, Eğitim, Sanat ve Teknoloji Dergisi [SEAT Journal], 3(1), 13-26. Retrieved from https://dergipark.org.tr/en/download/article-file/576132.
Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly (1982-), 1-21. Retrieved from https://www.jstor.org/stable/23087298?seq=1
Ping, I. L. L., Halim, L., & Osman, K. (2019). The effects of explicit scientific argumentation instruction through practical work on science process skills. Jurnal Penelitian dan Pembelajaran IPA, 5(2), 112-131. http://dx.doi.org/10.30870/jppi.v5i2.5931
Potts, A., Schlichting, K., Pridgen, A. & Hatch, J. (2010). Understanding new literacies for new times: Pedagogy in action. International Journal of Learning, 17(8), 187-194. Doi: 10.18848/1447-9494/CGP/v17i08/47139.
Reinoso, R., Delgado-Iglesias, J. & Fernández, I. (2021). Effect of flipped teaching on the performance and perceptions of pre-service teachers on a biology course. Information and Learning Sciences, (82-102). Retrieved from https://www.emerald.com/insight/content/doi/10.1108/ILS-07-2020-0173/full/html.
Reynolds, A. J., & Walberg, H. J. (1992). A structural model of science achievement and attitude: An extension to high school. Journal of educational Psychology, 84(3), 371. https://doi.org/10.1037/0022-0663.84.3.371.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. https://doi.org/10.1016/j.iree.2014.08.003.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49. Retrieved from https://www.learntechlib.org/p/154467/
Rotherham, A. J. & Willingham, D. T. (2010). “21st-Century” Skills: Not new, but a Worthy challenge. American Educator, 17-20. https://dbweb01.aft.org/sites/default/files/periodicals/RotherhamWillingham.pdf.
Rovai, A. P. & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192
Sakar, D., & Uluçınar Sağır, Ş. (2017). Eğitimde ters–yüz çevrilmiş sınıf uygulamaları [Flipped classroom applications in education]. International Journal of Social Sciences and Education Research, 3(5), 1904-1916. Retrieved from https://web.archive.org/web/20190501073749id_/https://dergipark.org.tr/download/article-file/357803
Savery, J. R. (2006). Overview of Problem-based Learning: Deﬁnitions and Distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Sezer, B. (2015). Gerçekleştirilen teknoloji destekli tersine çevrilmiş sınıf uygulamasının yansımaları [Reflections of the technology-assisted inverted classroom implementation]. 3rd International Instructional Technologies &Teacher Education Symposium, Trabzon.
Sharma, N., Lau, C. S., Doherty, I., & Harbutt, D. (2015). How we flipped the medical classroom. Medical Teacher, 37(4), 327-330. https://doi.org/10.3109/0142159X.2014.923821
Silva, E. (2009). Measuring skills for 21st-century learning. The Phi Delta Kappan, 90(9), 630-634. Doi: 10.1177/003172170909000905
Singh, H. (2003). Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs NJ, 43(6), 51-54. Retrieved from https://asianvu.com/digital-library/elearning/blended-learning-by_Singh.pdf
Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. https://search.informit.org/doi/10.3316/informit.593366988343831
Söndür, D. (2020). STEM etkinlikleriyle desteklenmiş ters yüz öğrenme modelinin çeşitli değişkenlere etkisi [The effect of flipped learning model supported by STEM activities on various variables]. (Unpublished doctoral thesis). Erciyes University, Kayseri.
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute, (1-17). Retrieved from https://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
Taşkın, N. (2020). Oyunlaştırmanın ters yüz öğrenme ortamında öğrenim gören öğrencilerin motivasyonuna, katılımına ve akademik başarısına etkisi [The effect of gamification on the motivation, participation and academic success of students studying in a flipped learning environment]. (Unpublished doctoral thesis). Gazi University, Ankara.
Tatar, N. (2006). İlköğretim fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının bilimsel süreç becerilerine, akademik başarıya ve tutumuna etkisi [The effect of inquiry-based learning approach on science process skills, academic achievement and attitude in primary school science education]. (Unpublished doctoral thesis). Gazi University, Ankara.
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83. Retrieved from https://www.msuedtechsandbox.com/MAETELy2-2015/wp-content/uploads/2015/07/the_flipped_classroom_article_2.pdf
Turan, Z. (2015). The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation. (Unpublished doctoral thesis), Atatürk University, Erzurum.
Turan, Z., & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri [A New Approach in Higher Education: The Students’ Views on Flipped Classroom Method]. Journal of Higher Education & Science, 5(2). DOI: 10.5961/jhes.2015.118
Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, USA: Jossey-Bass.
Ulu, C., & Bayram, H. (2015). Effects of the Argumantation Based Inquiry Approach on Students’ Concept Learning Levels. Pamukkale University Journal of Education Faculty, 37 (37), 61-75. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/33862/374978
Vitale, J. M., Lai, K. & Linn, M. C. (2015). Taking advantage of automated assessment of student‐constructed graphs in science. Journal of Research in Science Teaching, 52(10), 1426-1450. https://doi.org/10.1002/tea.21241
Wanner, T. ve Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers and Education, 88, 354-369. https://doi.org/10.1016/j.compedu.2015.07.008
Yavuz, M. (2016). An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school. (Unpublished masters’s thesis). Atatürk University, Erzurum.
Yılmaz-Özcan, N., & Tabak, S. (2019). The effect of argumentation-based social studies teaching on academic achievement, attitude and critical thinking tendencies of students. International Electronic Journal of Elementary Education, 12(2), 213-222. DOI: 10.26822/iejee.2019257669
Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(1), 35-62. https://doi.org/10.1002/tea.10008

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Erol Taş
0000-0003-4077-7351
Türkiye

Hatice Güler
0000-0001-7811-6642
Türkiye

Jülide Sarıgöl
0000-0002-8456-5046
Türkiye

Banu Tepe ^*
0000-0002-3428-8167
Türkiye

Filiz Demirci
0000-0001-5610-5707
Türkiye

Publication Date

November 1, 2022

Submission Date

June 6, 2022

Acceptance Date

October 3, 2022

Published in Issue

Year 2022 Volume: 9 Number: 6

DOI

https://doi.org/10.17275/per.22.142.9.6

IZ

https://izlik.org/JA99TY59AZ

APA

Taş, E., Güler, H., Sarıgöl, J., Tepe, B., & Demirci, F. (2022). The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students. Participatory Educational Research, 9(6), 335-357. https://doi.org/10.17275/per.22.142.9.6

AMA

1.Taş E, Güler H, Sarıgöl J, Tepe B, Demirci F. The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students. PER. 2022;9(6):335-357. doi:10.17275/per.22.142.9.6

Chicago

Taş, Erol, Hatice Güler, Jülide Sarıgöl, Banu Tepe, and Filiz Demirci. 2022. “The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students”. Participatory Educational Research 9 (6): 335-57. https://doi.org/10.17275/per.22.142.9.6.

EndNote

Taş E, Güler H, Sarıgöl J, Tepe B, Demirci F (November 1, 2022) The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students. Participatory Educational Research 9 6 335–357.

IEEE

[1]E. Taş, H. Güler, J. Sarıgöl, B. Tepe, and F. Demirci, “The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students”, PER, vol. 9, no. 6, pp. 335–357, Nov. 2022, doi: 10.17275/per.22.142.9.6.

ISNAD

Taş, Erol - Güler, Hatice - Sarıgöl, Jülide - Tepe, Banu - Demirci, Filiz. “The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students”. Participatory Educational Research 9/6 (November 1, 2022): 335-357. https://doi.org/10.17275/per.22.142.9.6.

JAMA

1.Taş E, Güler H, Sarıgöl J, Tepe B, Demirci F. The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students. PER. 2022;9:335–357.

MLA

Taş, Erol, et al. “The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students”. Participatory Educational Research, vol. 9, no. 6, Nov. 2022, pp. 335-57, doi:10.17275/per.22.142.9.6.

Vancouver

1.Erol Taş, Hatice Güler, Jülide Sarıgöl, Banu Tepe, Filiz Demirci. The Impact of the Argumentation- Flipped Learning Model on the Achievements and Scientific Process Skills of Students. PER. 2022 Nov. 1;9(6):335-57. doi:10.17275/per.22.142.9.6