Argumentation-Based Learning in Social Studies Teaching

Bulut, Birol; Kaçar, Turan; Arikan, İrfan

doi:10.5539/jel.v8n3p89

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…On the other hand, comparative education topics are an opportunity for discussion-based learning. According to Bulut (2019), Argument is an output produced as a result of discussion to support a claim. Discussion-based learning is also an effective approach that can be used to discuss ideas on sociological issues.…”

Section: Resultsmentioning

confidence: 99%

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Dolapçıoğlu

Koşar

2022

Int. J. of Cont. Edu. Res.

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This study was conducted to examine contribution of producing argument in comparative education topics to the preservice teachers’ process of constructing knowledge. Toulmin's Argument Pattern (TAP) was followed. This article is different as it is a synthesis of comparative education research interests and argumentation topics. In addition, it offers a learning way in comparative education for teacher education. The study was carried out with 22 senior university students studying at the department of English Language Teaching during 2018-2019 academic year. The data were collected via observation records and written documents of four preservice teachers who had opposite claims, selected among those students. As a conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments for the topics of comparative education. The study also included implications on thinking through argument.

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Section: Resultsmentioning

confidence: 99%

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Dolapçıoğlu

Koşar

2022

Int. J. of Cont. Edu. Res.

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Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Güncel Olaylari Argümantasyon Tekni̇ği̇ İle Değerlendi̇rmeleri̇

Akkan¹,

Akhan²

2020

Avrasya Uluslararası Araştırmalar Dergisi

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Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının güncel bir olayı belirleyebilmelerini, bu güncel olayı sosyal bilgiler dersiyle ilişkisini kurabilmelerini ve güncel olayları argümantasyon tekniği ile tartışmalı bir metin içerisinde yazabilmelerini incelemektir. Araştırmada nitel araştırma yöntemlerinden olgu bilim deseni kullanılmıştır. Araştırmada Toulmin'in (1958) argümantasyon modelinden yararlanılarak ve uzman görüşleri alınarak araştırmacı tarafından geliştirilen, "Güncel Olay Değerlendirme Formu" kullanılmıştır. Ölçme aracı, 2018-2019 eğitim ve öğretim döneminde Akdeniz Üniversitesi Eğitim Fakültesi 1., 2., 3. ve 4. sınıflarında öğrenim gören 99'u kadın 89'u erkek toplam 188 öğretmen adayına uygulanmış ve uygulama yapılan her sınıf seviyesinden rastgele seçilen 15 güncel olay değerlendirme formu, toplamda 60 güncel olay değerlendirme formu değerlendirmeye tabi tutulmuş ve çalışma grubu olarak kabul edilmiştir. Çalışma grubundan elde edilen veriler, betimsel analiz ve Toulmin'in (1958), "kaliteli argüman oluşturma modeli" den yararlanılarak çözümlenmiştir. Araştırmanın değerlendirildiğinde, çalışma grubundaki sosyal bilgiler öğretmen adaylarının hepsinin bir güncel olay belirleyebildiğini söylemek mümkündür. 60 öğretmen adayı içerisinden 46 öğretmen adayının ise belirlediği bir güncel olayı sosyal bilgiler dersiyle bağlantısını, öğrenme alanları ile ilişkilendirerek aktardığı tespit edilmiştir. Öğretmen adaylarının belirledikleri güncel olayları sosyal bilgiler dersiyle ilişkisini kurması cinsiyet değişkeninde erkek öğretmen adaylarının lehine pozitif değişiklik göstermiş, ayrıca sınıf düzeyi ve GANO değişkenlerine göre de pozitif yönde değişiklik göstermiştir. Son olarak öğretmen adaylarının tüm sınıf düzeylerinde, belirledikleri güncel olaylarla ilgili kaliteli argüman oluşturamadıklarını söylemek mümkündür.

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Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students

Hà

Hạnh

et al. 2023

Education Sciences

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5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order thinking skills of middle school students between teaching science using A-5E-STEM, 5E-STEM, and conventional didactic methods. A semi-experimental study with post-test only non-equivalent groups design was used. A “Separating Mixtures” unit in the 6th grade Natural Science curriculum was designed with A-5E-STEM and 5E-STEM model orientation. The participants were three 6th grade classes with a total of one hundred and twenty students at a public middle school in Hanoi City, Vietnam. The first experimental group was taught science using the A-5E-STEM model, the second experimental group was taught science using the 5E-STEM model, and a control group was taught the science unit with conventional didactic methods. A post-test was used to collect data on learning achievement, and questionnaires were used to collect data on learning motivation, interest, and higher-order thinking skills of middle school students in the science curriculum. The findings showed that the effect of teaching science using the A-5E-STEM model on learning achievement, motivation, interest, and higher-order thinking skills of middle school students was significantly superior to that of the 5E-STEM model and conventional didactic methods. Therefore, science teachers are expected to increase the use of the A-5E-STEM model in their related curriculum.

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Argumentation-Based Learning in Social Studies Teaching

Cited by 3 publications

References 9 publications

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Güncel Olaylari Argümantasyon Tekni̇ği̇ İle Değerlendi̇rmeleri̇

Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students

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