Development of Argumentation Skills through Socioscientific Issues in Science Course: A Collaborative Action Research

Abstract

This study was designed as a collaborative action research, aimed to develop secondary school 8th graders' argumentation skills through socioscientific issues (SSI) in science course. The participants of the research were comprised of 26 eight graders. In the study, an action plan which had lasted 27 weeks was implemented. The data was collected by means of written documents related to the argumentation skills, unstructured observations, teacher and student diaries. The data was analyzed using content analysis. The study results showed that at the end of the implementation, all students were able to create arguments that were comprised of components of claim, warrant, evidence, counter claim-warrantand rebuttal. Also, in the process of development of argumentation skills, some problems both related to the components of argumentation skills and learning-teaching variables were observed. Thisresearch is significant in terms of presenting information regarding regulations to be made for the development of argumentation skills through SSI in science course and problems that may be encountered in this process, forimplementation processof collaborative action research.

Investigation of Pre-service Primary School Teachers' Decision Processes Related to Genetic-based Socioscientific Discussions in Terms of Human Rights

“…When PPSTs' structure that includes cultural and moral values is taken into consideration, it can be said that it was an expected result that PPSTs made evaluations in the religious context. In this context, it appears that religious justifications were similarly made in socioscientific decision processes in various studies (Evren Yapıcıoğlu, & Kaptan, 2018;Öztürk, & Doğanay, 2019;Öztürk, & Eş, 2017;Sadler, & Zeidler, 2004;Topçu, Muğaloğlu, & Güven, 2014). On the other hand, it is possible that technological developments that facilitate human life with the innovations they bring may lead to the emergence of undesired results when they are used for bad purposes.…”

Pengaruh Penggunaan Isu Sosiosaintifik dalam Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa

“…Kemampuan mengevaluasi yang lebih tinggi pada kelas eksperimen disebabkan karena isu sosiosaintifik yang digunakan pada kelas eksperimen melibatkan pembuatan opini dan penentuan pilihan pada tingkat pribadi dan sosial (Ratcliffe dan Grace, 2003), sehingga siswa dituntut memberikan penilaian terhadap opini mana yang benar dari isu sosiosaintifik yang diberikan. Penentuan opini ini mampu menstimulasi kemampuan berargumentasi siswa, sehingga penggunaan isu sosiosaintifik dalam pembelajaran sains dapat meningkatkan kemampuan berargumentasi siswa (Nichols dan Zeidler, 2009;Öztürk dan Doğanay, 2019). Siswa yang memiliki kemampuan berargumentasi yang baik mampu melakukan penalaran ilmiah untuk menganalisis dan mengevaluasi bukti-bukti dan/atau fakta yang mendukung pemikirannya.…”

The argumentation levels of social studies undergraduate and graduate students regarding socio-scientific issues

“…Alanyazındaki araştırmalar sosyo bilimsel konuların öğretiminde bir model olarak geliştirilen argümantasyon yönteminin etkili olduğunu savunur (Akbaş ve Çetin, 2018;Atabey ve Topçu, 2017;Driver, Newton ve Osborne, 2000;Evren Yapıcıoğlu ve Kaptan;Foong ve Daniel, 2010;Lin ve Mintzes, 2010;Özcan, Aktamış ve Hiğde, 2018;Öztürk ve Doğanay, 2019;Sampson ve Clark, 2008). Pek çok araştırma, öğrencilerin argümantasyon yöntemi ile sosyo bilimsel olaylar hakkında iddia geliştirerek bu iddialarını desteklenecek ya da çürütecek kanıtlar öne sürdüklerini ortaya koyar (Köseoğlu, Tümay ve Budak, 2008;Swartz, 2008;Tonus, 2012;Torun ve Şahin, 2016;Tümay ve Köseoğlu, 2011;Yıldırır, 2020).…”