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

Abstract

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.

Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes

“…This situation can be interpreted as students being strong in defending their opinions. Additionally, although it was stated in many of the studies that students’ argumentation levels were generally at level 1 or level 2 (Erdogan et al, 2017 ; Erduran et al, 2004 ; Venville & Dawson, 2010 ; Zohar & Nemet, 2002 ), it was found that most of the students’ arguments were at level 4 and level 5 in the current study. Arguments are considered to be high quality in line with the existence of rebuttals, and discussions involving rebuttals are characterized as having a high level of argumentation (Aufschnaiter et al, 2008 ; Erduran et al, 2004 ).…”

“…Argumentation as an instructional method is an important research area in science education and has received enduring interest from science educators for more than a decade (Erduran et al, 2015 ). Researchers concluded that learners mostly made only claims in the argumentation process and had difficulty producing well-justified and high-quality arguments (Demircioglu & Ucar, 2014 ; Demircioglu & Ucar, 2015 ; Cavagnetto et al, 2010 ; Erdogan et al, 2017 ; Erduran et al, 2004 ; Novak & Treagust, 2017 ). To improve the quality of arguments, students should be given supportive elements to produce more consistent arguments during argumentation.…”

Pembelajaran Fisika Dengan Model PBL-Online Untuk Meningkatkan Argumentasi Ilmiah Peserta Didik Sma

“…Argumentasi Toulmin terdiri atas 6 komponen diantaranya adalah claim, support, dan warrant sebagai komponen utama. Komponen pendukung argumentasi adalah qualifiers, rebuttal, dan backing (Erdogan et al, 2017).…”