No abstract

No abstract

Argumentation based inquiry approach is one of the ways used in education in order to increase students' conceptual and deep learning, and improve their research, inquiry, and critical thinking skills. The aim of this study is to investigate students' participation ratio into discussion oriented argumentation in the argumentation based inquiry approach process as well as the relationship between the effect of this approach on students' discussion willingness and their discussion willingness and participation ratio into discussion. In this study, convergent parallel design from mixed-method research designs was applied. This study was conducted with junior students (N=48, Female: 20, Male: 28) educated in the Department of Computer Education and Instructional Technology. They were selected based on convenience sampling method, and the data was collected in fall semester in the academic year of 2016-2017. The research was conducted in the course Distance Education which was designed based on scientific argumentation based learning approach. During the treatment process, students were grouped into 13 different groups composed of 3-4 students. The quantitative data was analyzed with descriptive statistics and inferential statistics (t-test, Spearman correlation). The qualitative data was analyzed through Nvivo based on content analysis. The findings indicated that argumentation based inquiry approach increased students' discussion willingness, and there was a positive significant relationship, though being at a low level, between their discussion willingness and participation ratio into discussion.

In the construction and sharing of scientific knowledge, modal representations such as text, graphics, and make transitions between different representation modes learn scientific concepts more easily and permanently. Furthermore, when modal representations are integrated into writing-to-learn activities, they serve as an alternative method of teaching and measurement of assessment for teachers as well as a learning tool that activates students' cognitive abilities. In this study, the concept of representation, the framework of which has not yet been clearly established in the related literature in Turkey, and the characteristics of modal representations have been addressed together. Furthermore, their role in science education and writing-tolearn activities has been explored by considering their theoretical and pragmatic dimensions.

The study aims to develop a scale for determining student views on distance instruction, hybrid instruction, and back-to-school process after the pandemic. The study data were obtained from 442 students. EFA and CFA were performed to determine the scale‘s construct validity. Moreover, to decide the data collection tool‘s reliability, item analysis was conducted and internal consistency coefficients were estimated. Based on the results obtained from the validity and reliability analysis of the scale, it can be said that the Scale of Evaluating Instruction in Pandemic Process (SEIPP) is valid and reliable.