Argumentation and Students’ Conceptual Understanding of Properties and Behaviors of Gases

Aydeniz, Mehmet; Pabuccu, A.; Cetin, P.; Kaya, Ebru

doi:10.1007/s10763-012-9336-1

Cited by 64 publications

(52 citation statements)

References 38 publications

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“…2014). Some have also discovered significant relations between the academic achievement and the argumentation method (Aydeniz et al, 2012;Norris & Phillips, 2003;Tsaparlis, Hartzavalos, & Nakiboğlu, 2013;Sadler, 2006).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the argumentation method: A meta-analysis

2015

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In this age of rapidly developing science and technology and with all the ease of access to information regardless of time and location, it is an indispensable component of every country's educational policy to educate individuals who can think, defend their ideas and make innovations. The purpose of this research is to determine the effect of the argumentation method on the students' academic achievement. To achieve this purposes, Meta-analysis, also known as the analysis of other analyses, is employed in this study. All the experimental studies in Turkey have been reviewed and examined by means of national and international electronic database searching for this research, and 25 of them have been found to meet our criteria so that we could examine them through meta-analysis. As a result of these analyses, calculated effect size is found to be large. Consequently, the argumentation method has been determined to have a significantly positive effect on the academic achievement (ES=0,997; p<0,05). Considering the population of Turkey, this result indicates that the argumentation method proves itself to be more effective on students' academic achievement than the traditional education.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of the argumentation method: A meta-analysis

2015

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“…Bu etki, araştırmacıların çoğunlukla geleneksel yollardan ziyade, modern öğrenme stratejilerini uygulamalarından ve sınıf içi çalışmalarda pozitif etki yaratan deneysel çalışmaların sayıca fazlalığından kaynaklanabilir (Aydeniz, Pabuccu, Çetin ve Kaya, 2012;Kabataş Memiş, 2014;. Diğer yandan, nötr (anlamlı bir etki bulunmayan) ve negatif etkilere sahip araştırma sonuçlarının yer aldığı da görülmektedir.…”

Section: Tartışma Ve Sonuçlarunclassified

A Thematic Review of Argumentation Studies at The K-8 Level

Bağ

Çalık

2017

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“…Topik ini menjadi sulit dipahami (Kautz et al, 2005) dan hanya menjadi sebuah kelas teori karena objek tidak bisa teramati secara langsung. Penelitian terkait metode pembelajaran dengan topik perilaku gas terus-menerus dilakukan untuk memperoleh hasil pembelajaran yang optimal (Aydeniz et al, 2012;Ayyıldız and Tarhan, 2013;Roehrig and Garrow, 2007;Schuttlefield et al, 2012).…”

Section: Pendahuluanunclassified