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Öz: Bu araştırmada, sosyobilimsel konu içerikli alan gezilerinin ilköğretim öğrencilerinin argümantasyon nitelikleri üzerindeki etkisi araştırılmıştır. Çalışma grubunu, 7. sınıfta öğrenim gören 31 ilköğretim öğrencisi oluşturmaktadır. Tek grup ön test son test modeli kullanılan araştırmada termik, rüzgâr ve hidroelektrik santrallerine alan gezileri düzenlenmiştir. Araştırma verileri santral gezileri öncesinde ve sonrasında bireysel olarak tamamlanan yazılı argümantasyon formları ile toplanmıştır. Yazılı argümantasyon formları argümantasyon rubriğine göre analiz edilmiştir. Verilerin analizi,alan gezileri sonrasında üst seviyede iddia, kanıt ve muhakeme sunan öğrenci sayısının yükseldiğini ortaya koymuştur. Bu bulgulara dayanarak sosyobilimsel konu içerikli alan gezilerinin öğrencilerin üst düzey düşünme becerilerinden olan argümantasyon yeteneklerini geliştirdiği tespit edilmiştir. Araştırmanın öğretmenlere ve araştırmacılara fen bilimleri ve çevre eğitiminde sosyobilimsel konu içerikli alan gezilerinin düzenlenmesi noktasında rehberlik edeceği düşünülmektedir.Anahtar Kelimeler: sosyobilimsel konular, alan gezisi, argümantasyon, ilköğretim öğrencileri The Effect of Socioscientific Issues Based Field Trips on Elementary School Students' Argumentation QualityAbstract: In this study, the effect of socioscientific issues based field trips on students' argumentation quality was investigated. The participants were 31 seventh grade students. One group pre-test post-test model was used. Field trips to thermal, wind and hydroelectric power plants were conducted. Students developed scientific models related to power plants and completed written argumentation forms individually. These forms were evaluated according to the argumentation rubric. Results showed that students could present their claims at the second level before and after field trips. We also determined a decrease in the number of students presenting evidence at the first level and an increase in the number of students presenting the second and third level of evidence and reasoning. We may claim that socioscientific issues based field trips could improve students' argumentation quality. We also suppose that this study would guide teachers, researchers in terms of implementation of socioscientific issues based field trips.

In this study, we aimed at developing -Human and Environment‖ unit around SSI based instruction. We followed action research methodology in development and implementation of the unit. The participants of this study were 24 seventh graders students and the instruction was extended to eight and a half weeks, taking four hours in a week. The data collection tools included the teacher's, the students' diaries, midterm exams, and video records. The SSI-based instructional framework of Presley and colleagues (2013) guided us to develop this unit for middle school. We also used the framework for analyzing student and teachers' diaries. The correct answers were scored with 1 point while wrong answers were evaluated with 0 point for mid-term exams which were multiple choice exams. Video records were evaluated in terms of SSI-based instruction observation form. Our findings showed that the framework of Presley and colleagues (2013) was useful for the development of an effective SSI-based instruction. At the end of the study a unit started with a global warming, interacting with science ideas and practices, and ended with a final activity was presented.

This study examines the types of arguments and supporting reasons of science teachers on socioscientific issues. The case study was used in this study conducted with seven science teachers. Data were collected through three scenarios developed about vaccination, curfew and distance education in the context of COVID-19. Within the context of the data obtained, the argument types of the teachers were evaluated through the deductive content analysis, and the supporting reasons they presented for their arguments were evaluated through the inductive content analysis. Study results showed that the science teachers offered more arguments, including a claim and the reasons supporting this claim and that the arguments where the pros and cons analysis was performed and the reasons for the different aspects of an issue are presented in detail could be presented less. In addition, although there were differences in the supporting reasons of the teachers according to the content of the scenario, these reasons were concentrated on the subject areas of health, social, value and personal experience. The findings can contribute to improving the science teachers’ argumentation qualifications and increasing the quality of in-class argumentation practices.

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