The Impact of Technology-Supported Argumentation-Based Science Teaching on Attitudes Towards Science and Argument Quality

Year 2025, Volume: 7 Issue: 2, 289 - 304, 31.12.2025

Süleyman Sağlam , Halil İbrahim Yıldırım

https://doi.org/10.51535/tell.1809049

Abstract

The purpose of this investigation was to investigate the impact of technology-supported argumentation-based science teaching (TSABST) on attitudes toward science and argumentation quality. The investigation was performed with 7th-grade pupils in a public school in Turkey in 2024 for 10 weeks. This was a multiple-method study in which a quasi-experimental design with a pre-test, post-test, and control group was utilized in the quantitative section, and a case study was used in the qualitative section. Quantitative data were gathered utilizing the Attitude Toward Science Scale (ATSS) as a pre-test, post-test, and follow-up test, and qualitative data were collected using the Argumentation Activity Form. The pupils were classified into three groups: the control group received student-centered teaching, the experimental-1 group received argumentation-based science teaching (ABST), and the experimental-2 group received TSABST. The ATSS grades of the experiment-1 and experiment-2 groups were similar at the beginning of the investigation; however, the ATSS point of the experiment-2 group was meaningfully greater than those of the control and experiment-1 groups at the end and 3 months after the end of the investigation. Only the attitude points of the pupils in experimental-2 improved. The investigation also observed that ABST and TSABST contributed to the development of argumentation quality; however, the contribution of TSABST was more than that of ABST. Based on these results, argumentation-based teaching process may be supported with the use of technology.

Keywords

Argumentation , Technology , Technology-supported argumentation , Attitude , Argumentation quality

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