Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses

Sevinç Kaçar; Ali Balım

doi:10.17569/tojqi.796913

Araştırma Makalesi

Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses

Yıl 2021, , 56 - 101, 31.01.2021

Sevinç Kaçar , Ali Balım

https://doi.org/10.17569/tojqi.796913

Öz

The vision of science teaching is to train individuals who can produce and evaluate scientific knowledge by following the scientific processes like the scientists in order to understand and be able to produce solutions to the problems they encounter in real life. Ensuring this is only possible by using effective teaching methods. One of these methods is the argument-driven inquiry method. In parallel, the purpose of the study is to identify secondary students’ views about the use of the argument-driven inquiry in the science courses. In the research, the case study has been adopted. Participants of the study consists of twelve seventh-grade students in a secondary school located in the Aegean region in the 2016-2017 academic year. The research was carried out in six weeks. In the research, the 7th grade "Electric" unit was taught with argument-driven inquiry activities. In the research, the participants were given an electrical situation (serial-parallel connected circuits etc.). The research data was collected by a semi-structured interview form regarding the use of argument-driven inquiry method in science classes which is consisting of 18 open-ended questions in order to determine students' opinions. Content analysis method was used for analysis of the data obtained from the research. As a result of the research, it was determined that the participants mostly gave a positive opinion on the use of the argument-driven inquiry in science lessons. Students who gave negative opinions about the argumentation-based inquiry method said that they did not like this model on the grounds that they were afraid to express their own opinions in the lesson and they did not like to talk in the lesson. As a result, it can be said that the literature contributes to the determination of student opinions on the use of the model.

Anahtar Kelimeler

Argument-driven inquiry, science education, views of the students, secondary school students

Destekleyen Kurum

DEU-BAP

Proje Numarası

2017.KB.EGT.001 (2016149)

Kaynakça

Aktaş, T. (2017). The effect of argument driven inquiry method in teaching of 'force and energy' unit on the academic achievements of seventh grade students and their argumentation levels. Unpublished Master Dissertation, Marmara University, İstanbul.
Aktaş, T., & Doğan, Ö. K. (2018). The Effect of Argument Driven Inquiry Model on Academic Performances and Argumentative Attitudes of 7th Grade Students. Mersin University Journal of the Faculty of Education, 14(2), 778-798.
Alkan-Dilbaz, G. (2013). The effects of inquiry-based learning on attitude, academic success, problem solving and inquiry skills. Unpublished Master Dissertation, Mersin University, Mersin.
Alouf, L. J., & Bentley, M. L., (2003). Assessing the impact of inquiry-based science teaching in professional development activities, PK-12. Paper Presented at the 2003 Annual Meeting of the Association of Teacher Educators (Jacksonville, FL, Februrary 17, 2003).
Altun, E., & Özsevgeç, T. (2016). Evaluation of teaching environments created by pre-service science teachers. Universal Journal of Educational Research, 4(9), 2055-2060.
Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing students' argumentation skill using an argument driven ınquiry-based module. Journal of Education and Learning, 12(3), 464-471.
Anderson, C. (2007). Perspectives on science learning. In S. K. Abell & N. Lederman (Eds.), Handbook of research in science education (pp. 3-30). Mahwah, NJ: Lawrence Erlbaum Associates.
Arslan, A. (2013). The examination of pre-service teachers' science process skills and conceptual change in inquiry and model based inquiry environment. Unpublished Master Dissertation, Marmara University, İstanbul.
Arslan, A., Ogan Bekiroğlu, F., Süzük, E., & Gürel, C. (2014). Examination of physics laboratory classes according to ınquiry activities and determination of pre-service teachers’ views. Journal of Turkish Science Education, 11(2), 3-37.
Aydoğdu, B., & Ergin, Ö. (2008). The effects of open ended and inquiry based laboratory techniques on students’ science process skills. Ege Eğitim Dergisi 9(2), 15-36.
Başarmak, U., & Mahiroğlu, A. (2015). Student opinions on the animated cartoons used in online learning environment. Internatıonal Journal of Eurasıa Socıal Scıences, 6(19), 234-253.
Beishuizen, J., Wilhelm, P., & Schimmel, M. (2004). Computer-supported inquiry learning: effects of training and practice. Computers & Education, 42(4), 389-402.
Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351-372. Bilir, U. (2015). Impact of inquiry-based learning process on academic achievement of students in science teaching. Unpublished Master Dissertation, Uludağ University, Bursa.
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Ortaokul Öğrencilerinin Fen Derslerinde Argümantasyona Dayalı Sorgulama Yöntemi Kullanımına İlişkin Görüşleri

Yıl 2021, , 56 - 101, 31.01.2021

Sevinç Kaçar , Ali Balım

https://doi.org/10.17569/tojqi.796913

Öz

Fen öğretiminin vizyonu, öğrencilerin gerçek yaşamdaki olayları anlamak ya da karşılaştıkları sorunlara çözümler üretebilmek amacıyla bilim insanları gibi bilimsel bilgiyi üretebilen ve değerlendirebilen bireyler yetiştirmektir. Bunu sağlamak ise ancak etkin öğretim yöntemlerini kullanabilmekten geçmektedir. Bu yöntemlerden biri de argümantasyona dayalı sorgulama yöntemidir. Buna paralel olarak, bu çalışmanın amacı Fen Bilimleri dersinde argümantasyona dayalı sorgulama yöntemi kullanımına ilişkin ortaokul öğrencilerinin görüşlerini belirlemektir. Araştırmanın yöntemi olarak, durum araştırması benimsenmiştir. Araştırmanın çalışma grubunu, 2016-2017 öğretim yılında Ege bölgesinde yer alan bir ortaokulda öğrenim görmekte 12 yedinci sınıf öğrencileri oluşturmaktadır. Araştırma 6 hafta sürmüştür. Araştırmada, öğrencilere elektrik konusuyla ilgili bir durum (seri-paralel bağlı devreler vs.) verilmiştir. Bu ünite, çalışma süresince argümantasyona dayalı sorgulama öğrenme yöntemine göre işlenmiştir. Araştırmada veri toplama aracı olarak 18 açık uçlu sorudan oluşan fen derslerinde argümantasyona dayalı sorgulama yöntemi kullanımına ilişkin yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmadan elde edilen verilerin analizde içerik analizi yöntemi kullanılmıştır. Çalışma sonucunda, öğrencilerin fen derslerinde argümantasyona dayalı sorgulama yöntemi kullanımı hakkında çoğunlukla olumlu görüş bildirdikleri belirlenmiştir. Argümantasyona dayalı sorgulama yöntemi hakkında olumsuz görüş bildiren öğrenciler ise derste kendi fikirlerini belirtmekten çekindikleri, derste konuşmayı pek sevmedikleri gibi gerekçelerle bu modeli sevmediklerini ifade etmişlerdir. Sonuç olarak, bu modelin ortaokul düzeyinde kullanımı sınırlı olup, modelin kullanımına ilişkin öğrenci görüşlerinin belirlenmesi konusunda alanyazına katkı sağladığı söylenebilir.

Anahtar Kelimeler

Argümantasyona dayalı sorgulama, fen eğitimi, öğrenci görüşleri, ortaokul öğrencileri

Proje Numarası

2017.KB.EGT.001 (2016149)

Kaynakça

Aktaş, T. (2017). The effect of argument driven inquiry method in teaching of 'force and energy' unit on the academic achievements of seventh grade students and their argumentation levels. Unpublished Master Dissertation, Marmara University, İstanbul.
Aktaş, T., & Doğan, Ö. K. (2018). The Effect of Argument Driven Inquiry Model on Academic Performances and Argumentative Attitudes of 7th Grade Students. Mersin University Journal of the Faculty of Education, 14(2), 778-798.
Alkan-Dilbaz, G. (2013). The effects of inquiry-based learning on attitude, academic success, problem solving and inquiry skills. Unpublished Master Dissertation, Mersin University, Mersin.
Alouf, L. J., & Bentley, M. L., (2003). Assessing the impact of inquiry-based science teaching in professional development activities, PK-12. Paper Presented at the 2003 Annual Meeting of the Association of Teacher Educators (Jacksonville, FL, Februrary 17, 2003).
Altun, E., & Özsevgeç, T. (2016). Evaluation of teaching environments created by pre-service science teachers. Universal Journal of Educational Research, 4(9), 2055-2060.
Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing students' argumentation skill using an argument driven ınquiry-based module. Journal of Education and Learning, 12(3), 464-471.
Anderson, C. (2007). Perspectives on science learning. In S. K. Abell & N. Lederman (Eds.), Handbook of research in science education (pp. 3-30). Mahwah, NJ: Lawrence Erlbaum Associates.
Arslan, A. (2013). The examination of pre-service teachers' science process skills and conceptual change in inquiry and model based inquiry environment. Unpublished Master Dissertation, Marmara University, İstanbul.
Arslan, A., Ogan Bekiroğlu, F., Süzük, E., & Gürel, C. (2014). Examination of physics laboratory classes according to ınquiry activities and determination of pre-service teachers’ views. Journal of Turkish Science Education, 11(2), 3-37.
Aydoğdu, B., & Ergin, Ö. (2008). The effects of open ended and inquiry based laboratory techniques on students’ science process skills. Ege Eğitim Dergisi 9(2), 15-36.
Başarmak, U., & Mahiroğlu, A. (2015). Student opinions on the animated cartoons used in online learning environment. Internatıonal Journal of Eurasıa Socıal Scıences, 6(19), 234-253.
Beishuizen, J., Wilhelm, P., & Schimmel, M. (2004). Computer-supported inquiry learning: effects of training and practice. Computers & Education, 42(4), 389-402.
Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25(3), 351-372. Bilir, U. (2015). Impact of inquiry-based learning process on academic achievement of students in science teaching. Unpublished Master Dissertation, Uludağ University, Bursa.
Bilir, U. & Özkan, M. (2018). The effect of inquiry based learning approach for students’ academic success in science teaching. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 223-256.
Bliss, T. J., Dillman, A., Russell, R., Anderson, M., Yourick, D., Jett, M., & Adams, B. J. (2007). Nematodes: Model organisms in high school biology. The Science Teacher, 74(4), 34-40.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398. Booth, G. (2001). Is inquiry the answer?. The Science Teacher, 68(7), 57-59.
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Toplam 98 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Bölüm	Makaleler
Yazarlar	Sevinç Kaçar 0000-0003-4288-592X Ali Balım 0000-0003-2010-1696
Proje Numarası	2017.KB.EGT.001 (2016149)
Yayımlanma Tarihi	31 Ocak 2021
Gönderilme Tarihi	18 Eylül 2020
Yayımlandığı Sayı	Yıl 2021

Kaynak Göster

APA	Kaçar, S., & Balım, A. (2021). Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. Turkish Online Journal of Qualitative Inquiry, 12(1), 56-101. https://doi.org/10.17569/tojqi.796913
AMA	Kaçar S, Balım A. Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. TOJQI. Ocak 2021;12(1):56-101. doi:10.17569/tojqi.796913
Chicago	Kaçar, Sevinç, ve Ali Balım. “Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses”. Turkish Online Journal of Qualitative Inquiry 12, sy. 1 (Ocak 2021): 56-101. https://doi.org/10.17569/tojqi.796913.
EndNote	Kaçar S, Balım A (01 Ocak 2021) Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. Turkish Online Journal of Qualitative Inquiry 12 1 56–101.
IEEE	S. Kaçar ve A. Balım, “Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses”, TOJQI, c. 12, sy. 1, ss. 56–101, 2021, doi: 10.17569/tojqi.796913.
ISNAD	Kaçar, Sevinç - Balım, Ali. “Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses”. Turkish Online Journal of Qualitative Inquiry 12/1 (Ocak 2021), 56-101. https://doi.org/10.17569/tojqi.796913.
JAMA	Kaçar S, Balım A. Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. TOJQI. 2021;12:56–101.
MLA	Kaçar, Sevinç ve Ali Balım. “Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses”. Turkish Online Journal of Qualitative Inquiry, c. 12, sy. 1, 2021, ss. 56-101, doi:10.17569/tojqi.796913.
Vancouver	Kaçar S, Balım A. Secondary School Students’ Views About the Use of Argument-Driven Inquiry in the Science Courses. TOJQI. 2021;12(1):56-101.

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