Research Article
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Argümantasyon Tabanlı Öğretimin İlkokul Öğrencilerinin Akademik Başarılarına, Bilimsel Süreç Becerilerine ve Fen Bilimlerine Yönelik Tutumlarına Etkisi*

Year 2021, , 1 - 14, 30.06.2021

Yakub Işıker , İrfan Emre

https://doi.org/10.52134/ueader.840877

Abstract

The present study aimed to investigate the effect of argumentation-based instruction on academic achievements, scientific process skills of primary school 4th grade students and their attitudes towards the science course. The study was designed as a quasi-experimental research, and the study group included 47 4th grade students during the 2016-2017 academic year. Academic achievement test, scientific process skills test and attitudes towards science course scale were used as pre-tests and post-tests in the study to collect data. Independent groups t-test, paired groups t-test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analysis were employed to analyze the study data, and .05 confidence interval was accepted as significant. The study findings demonstrated that argumentation-based instruction had a positive impact on academic achievements and scientific process skills of 4th grade primary school students; and the instruction led to a significant difference that favored the experimental group in attitudes towards the science course.

Keywords

Academic Achievement Argumentation-based teaching Scientific Process Skills

References

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  • Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 1, 1-21. doi: 10.1080/09500690601075629.
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  • 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. doi: 10.1002/sce.20012
  • Eryılmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39, 1001–1015. doi: 10.1002/tea.10054
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  • Gençoğlan, D. M. (2017). The efects of argumentation based science learning (ABSL) approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the acids and bases lesson. (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Institute of Science, Kahramanmaraş.
  • Gültepe, N. (2011). Effect of argumentation based instruction on improvement of high school student’s science process skills and critical thinking ability. (Unpublished doctoral dissertation). Gazi University, Institute of Education Science, Ankara.
  • Gümrah, A. (2013). The effects of scientific argumentation on secondary students' conceptual understanding of chemical changes, nature of science views, science process, communication and argument skills. (Unpublished doctoral dissertation). Marmara University, Institute of Education Science, İstanbul.
  • Hacıoğlu, Y. (2011). Investigating the effect of scientific argumentation based case studies on the concept learning and reading comprehension skills of 8-grade primary school students. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Hand, B., Shelley, M. C, Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710. doi: 10.1002/sce.21341
  • Hand, B., Wallace, C. W., & Yang, E. M. (2007). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149. doi: 10.1080/0950069032000070252.
  • Hanegan, N. L., Price, L., & Peterson, J. (2008). Disconnections between teacher expectations and student confidence in bioethics. Science Education, 17, 921-940. doi: 10.1007/s11191-007-9122-6
  • Irish, T. E. (2012). Argumentation and equity in inquiry-based science instruction: reasoning patterns of teachers and students. (Unpublished doctoral dissertation). Oregon State University.
  • Karasar, N. (1999). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Nobel Publishing.
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The İmpact of Argumentation-Based İnstruction on Academic Achievements and Scientific Process Skills of Primary School Students and Their Attitudes towards the Science Course

Year 2021, , 1 - 14, 30.06.2021

Yakub Işıker , İrfan Emre

https://doi.org/10.52134/ueader.840877

Abstract

The present study aimed to investigate the effect of argumentation-based instruction on academic achievements, scientific process skills of primary school 4th grade students and their attitudes towards the science course. The study was designed as a quasi-experimental research, and the study group included 47 4th grade students during the 2016-2017 academic year. Academic achievement test, scientific process skills test and attitudes towards science course scale were used as pre-tests and post-tests in the study to collect data. Independent groups t-test, paired groups t-test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analysis were employed to analyze the study data, and .05 confidence interval was accepted as significant. The study findings demonstrated that argumentation-based instruction had a positive impact on academic achievements and scientific process skills of 4th grade primary school students; and the instruction led to a significant difference that favored the experimental group in attitudes towards the science course.

Keywords

Academic achievement argumentation-based instruction attitudes towards science scientific process skills.

References

  • Açıkgöz, K. Ü. (2002). Aktif öğrenme [Active learning] (6th ed.). İzmir: Eğitim Dünyası Publishing.
  • 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 (RIGEO), 9(1), 209-245. doi: 10.33403/rigeo.529139.
  • Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: are there differences? International Journal of Science Education, 1, 1-21. doi: 10.1080/09500690601075629.
  • Aldağ, H. (2006). Toulmin tartışma modeli [The Toulmın model of Argumentation]. Çukurova University Journal of Social Sciences Institute, 15(1), 13-34.
  • Anagün, Ş. S., Kılıç, Z., Atalay, N., & Yaşar, S. (2015). Are classroom teacher candidates ready to perform science curriculum?. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 127-148. doi: http://dx.doi.org/10.7827/TurkishStudies.8611
  • Arık, M. (2016). Effectiveness of argumentation based learning on seventh grade students’ awareness about demarcation of science. (Unpublished master’s thesis). İstanbul University, Institute of Education Science, İstanbul.
  • Aslan, S. (2010). The effect of argumentation-oriented teaching approach on the improvement of their top scientific process and critical thinking among high school 10. class students. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • 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), 171-183. doi: 10.33225/jbse/19.18.171.
  • Ayas A. (1995). Fen bilimlerinde program geliştirme ve uygulama teknikleri üzerine bir çalışma: İki çağdaş yaklaşımın değerlendirilmesi [A study on curriculum development and implementation techniques in science: Evaluation of two contemporary approaches]. Hacettepe University Journal of Education, 11, 149-155.
  • Burke, K. A., Greenbowe, T. J., & Hand, B. M. (2005). Excerpts from 'The process of using inquiry and the science writing heuristic', Prepared for the Middle Atlantic Discovery Chemistry Program. Bethlehem: Moravian College.
  • Canöz, G. M. (2020). Investigate the effect of argumentation based virtual laboratory activities on academic achivement, argumentation levels and entrepreneurship skills. (Unpublished master’s thesis). Çukurova Universtiy, Adana.
  • Ceylan, Ç. (2010). Implementing the science writing heuristic (SWH) approach in science laboratory activities.. (Unpublished master’s thesis). Gazi University, Ankara. Cin, M. (2013). Effects of concept cartoon activities based-argumentation method on students' conceptual understanding levels and scientific process skills. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
  • Cresswell, J. W. (2003). Research Design. California: Sage Publication.
  • Çepni, S. (2011). Araştırma ve proje çalışmalarına giriş [Introduction of research and project]. Trabzon: Celepler Publishing.
  • Demircioğlu, T. (2011). To investigate the effect of argument-driven inquiry on pre-service science teachers' laboratory instruction. (Unpublished master’s thesis). Çukurova University, Institute of Social Science, Adana.
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. Erdoğan, S. (2010). Investigate the effects of teaching earth, sun and moon topics through argumentation on the success, attitude and argumentation skills of 5th grade students. (Unpublished master’s thesis). Uşak Univeristy. Institute of Social Science, Uşak.
  • 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. doi: 10.1002/sce.20012
  • Eryılmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39, 1001–1015. doi: 10.1002/tea.10054
  • Geban, Ö., Ertepınar, H., Yılmaz, G., Atlan, A. & Şahpaz, Ö. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisi ilgilerine etkisi [The effect of computer-assisted education on students' science achievement and science interests]. I. National Science Education Symposium. Dokuz Eylül University, Buca Education Faculty, İzmir.
  • Gencel, İ.E., & Ilıman, M. (2019). A case study on argumentation based teaching. International Journal of Curriculum and Instructional Studies 9(1), 53-72. doi: 10.31704/ijocis.2019.003.
  • Gençoğlan, D. M. (2017). The efects of argumentation based science learning (ABSL) approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the acids and bases lesson. (Unpublished master’s thesis). Kahramanmaraş Sütçü İmam University, Institute of Science, Kahramanmaraş.
  • Gültepe, N. (2011). Effect of argumentation based instruction on improvement of high school student’s science process skills and critical thinking ability. (Unpublished doctoral dissertation). Gazi University, Institute of Education Science, Ankara.
  • Gümrah, A. (2013). The effects of scientific argumentation on secondary students' conceptual understanding of chemical changes, nature of science views, science process, communication and argument skills. (Unpublished doctoral dissertation). Marmara University, Institute of Education Science, İstanbul.
  • Hacıoğlu, Y. (2011). Investigating the effect of scientific argumentation based case studies on the concept learning and reading comprehension skills of 8-grade primary school students. (Unpublished master’s thesis). Marmara University, İstanbul.
  • Hand, B., Shelley, M. C, Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710. doi: 10.1002/sce.21341
  • Hand, B., Wallace, C. W., & Yang, E. M. (2007). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149. doi: 10.1080/0950069032000070252.
  • Hanegan, N. L., Price, L., & Peterson, J. (2008). Disconnections between teacher expectations and student confidence in bioethics. Science Education, 17, 921-940. doi: 10.1007/s11191-007-9122-6
  • Irish, T. E. (2012). Argumentation and equity in inquiry-based science instruction: reasoning patterns of teachers and students. (Unpublished doctoral dissertation). Oregon State University.
  • Karasar, N. (1999). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Nobel Publishing.
  • Kaya, O. N., & Kılıç, Z. (2008). Argumentative discourse for the effective teaching of science. Ahi Evran University Journal of Kırşehir Education Faculty, 9(3), 89-100.
  • Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
  • Kıngır, S. (2011). Using The Science writing heuristic approach to promote student understanding in chemical changes and mixtures. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Köseoğlu, F., Tümay, H., & Budak, E. (2008). Paradigm changes about nature of science and new teaching aproaches. Gazi University Journal of Gazi Educational Faculty, 28(2), 221-237.
  • Küçükaydın, M. A. (2019). Eighth Grade Students’ Opinions on the Socioscientific Issue and Their Argument Structure. Elementary Education Online, 18(1), 175-189, doi: 10.17051/ilkonline.2019.527195.
  • Küçükyılmaz, E. A. (2014). Fen bilimleri dersi öğretim programı [Curriculum of science]. Ş. S. Anagün ve N. Duban (Eds.). Fen bilimleri öğretimi [Teaching of science] in (p. 59-86). Ankara: Anı Publishing.
  • Mallı, S. (2019). A descriptive analysis of academic studies on argumentation in science education in Turkey within the last ten years. (Unpublished master’s thesis). Dokuz Eylül University, İzmir.
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There are 75 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Yakub Işıker 0000-0003-3493-0620

İrfan Emre 0000-0003-0591-3397

Publication Date June 30, 2021
Submission Date December 14, 2020
Acceptance Date March 5, 2021
Published in Issue Year 2021

Cite

APA Işıker, Y., & Emre, İ. (2021). The İmpact of Argumentation-Based İnstruction on Academic Achievements and Scientific Process Skills of Primary School Students and Their Attitudes towards the Science Course. International Journal of Scholars in Education, 4(1), 1-14. https://doi.org/10.52134/ueader.840877


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