Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to 'Matter and Change'

Çınar, Derya; Bayraktar, Şule

doi:10.18404/ijemst.06465

Cited by 8 publications

(8 citation statements)

References 16 publications

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“…The researches on the use of the argumentation-based learning approach in science education in the national and international field were usually examined, the effect of argumentation on learning the concept (Aslan, 2010;Çınar & Bayraktar, 2014;Driver et al, 2000;Kaya, 2012;Kıngır, 2011;Okumuş, 2012;Sadler, 2006;Teichert & Stacy, 2002;Venville & Dawson, 2010), academic achievement (Kıngır, 2011;Öğreten & Sağır, 2014;Özkara, 2011; ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ Üstünkaya & Savran Gencer, 2012;Yeşildağ Hasançebi & Günel, 2013) scientific knowledge skills (Ulu & Bayram, 2015), scientific process skills (Özkara, 2011) and quality of argument (Cetin, 2014;Kaya, 2012;Robertshaw & Campbell, 2013;Simon et al, 2006). Researches on argumentation in science education are generally aimed at examining the effects of argumentation after the activities based on argumentation were applied (e.g.…”

Section: Problem Of Research Previous Findings Research Questionsmentioning

confidence: 99%

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Erdoğan

Çiftçi

Topçu

2017

JBSE

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In this research the argumentation levels of the 5th, 6th and 7th grade students and the questions of the teachers and students were examined. The sample group of the research was selected according to the homogeneous sampling method. This research is a descriptive research. The data were collected by using a voice recorder. The data of this research were evaluated according to the descriptive analysis approach. As a result of the analysis, it was determined that the students used Level 1 argumentation which has the lowest quality more frequently in comparison with the higher ones and used the claim component more than other arguments and did not use the backing, qualifier, and rebuttal components. Furthermore, it was found that the questioning rates of the teachers were higher in comparison with the students and the questions of the teachers and students were usually at the levels of remembering and understanding. One of the factors that caused the argumentation level of the students to be low may have been that the teachers asked questions which were oriented to remembering. Therefore, the high level questions that ensure the initiation and continuation of the argumentation process should be inquired in the lessons. Keywords: argumentation level, teachers and students’ questions, science lessons, middle school students.

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Section: Problem Of Research Previous Findings Research Questionsmentioning

confidence: 99%

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Erdoğan

Çiftçi

Topçu

2017

JBSE

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“…Students who are able to claim how to solve problems correctly show students' reasoning abilities in predicting the problem solving process Journal of Disruptive Learning Innovation (JODLI), Vol. 2 (2), 2021 103 that is given well. The data that is used as the basis for making claims is also relevant and used in the problem-solving process.…”

Section: Figure 1 Student Work Results Hmentioning

confidence: 75%

“…The data obtained and able to be used to support the statement Journal of Disruptive Learning Innovation (JODLI), Vol. 2 (2), 2021 104 given fulfills the coverage and quality aspects of the data. The assumptions and reasons given by students to connect the data and claims made can strengthen the claims given.…”

Section: Figure 1 Student Work Results Hmentioning

confidence: 99%

“…The ability of students to provide relevant data and to be able to provide assumptions along with the right reasons shows that students carry out a reasoning process that can be seen from the fulfillment of Journal of Disruptive Learning Innovation (JODLI), Vol. 2 (2), 2021 108 aspects of students' abilities in analyzing mathematical situations on the questions. However, the limitations and arguments given by students have not been able to strengthen claims.…”

Section: Figure 1 Student Work Results Hmentioning

confidence: 99%

“…The importance of this method is owned by the teacher because it is to validate the reasoning abilities of students with good reasoning abilities but Journal of Disruptive Learning Innovation (JODLI), Vol. 2 (2), 2021 100 cannot communicate in writing. One way that can be used to more validly determine students' reasoning abilities is to reveal the ability of students to argue and be accountable for their work [3].…”

Section: Introductionmentioning

confidence: 99%

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Condition of Students' Mathematical Reasoning Abilities Based on Their Ability to Argue

Cahyono

Susiswo

Chandra

2021

j. of. disruptive. learning. innovation.

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This study aims to reveal the condition of students' reasoning abilities based on the way students argue. This research uses a qualitative-descriptive approach. The subjects in this study were 3 students of junior high school with high reasoning abilities and 3 students with low reasoning abilities who viewed the reasoning ability scores when providing problem solving solutions on the written test. The data obtained in this study were in the form of students' written test scores and the results of student interviews. Interviews were conducted to bring up students 'ability to argue that describe and reveal the condition of students' reasoning abilities in the process of solving problems. The results of students 'arguments are analyzed and adjusted to the model of StephenToulmin's argument which reveals that there are 6 components of the argumentation to show the seriousness of students in arguing in order to obtain valid argument results to assess students' reasoning abilities. The arguments from students succeeded in uncovering 4 conditions that describe the conditions of students' mathematical reasoning abilities. These conditions are: 1) Students who show high reasoning ability in written tests and are able to show their reasoning process in the arguments that are brought up, 2) Students who show low reasoning abilities in written tests but are able to show their reasoning processes in the arguments that are brought up, 3) Students which shows a high reasoning ability in a written test but have not been able to demonstrate the reasoning process in the arguments that are brought up, and 4) Students who show a low reasoning ability in a written test and have not been able to demonstrate their reasoning process in the arguments that are brought up.

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Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis

2021

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Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to 'Matter and Change'

Cited by 8 publications

References 16 publications

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Condition of Students' Mathematical Reasoning Abilities Based on Their Ability to Argue

Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis

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Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to 'Matter and Change'

Cited by 8 publications

References 16 publications

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Examination of the Questions Used in Science Lessons and Argumentation Levels of Students

Condition of Students' Mathematical Reasoning Abilities Based on Their Ability to Argue

Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis

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Product

Resources

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Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to 'Matter and Change'