Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students' Science Content Achievement, Metacognition, and Epistemological Beliefs

Deprem, Sabahat Tugce Tucel
Çakıroğlu, Jale
Öztekin, Ceren
The quasi-experimental, two-group (treatment and comparison), pretest-posttest study of metacognition, epistemological beliefs, and science content achievement explored the effectiveness of argument-based inquiry (ABI) instruction as opposed to traditional teacher-directed lectures and structured activities. Participants included 60 eight-grade students attending two intact classes of a middle school located in an urban area. One class was treated as the treatment group and the other as the comparison group. The students in the treatment group were taught for 13 weeks with the ABI approach while those in the comparison group were taught using traditional instruction. Data were gathered by administering the Epistemological Belief Questionnaire, Metacognitive Awareness Inventory, and Science Content Achievement Test as pretest and posttest and were analyzed using t-test and MANOVA. The findings revealed that the treatment group significantly outperformed the comparison group in terms of science content achievement, metacognition, and epistemological beliefs. Treatment group students' scores in science content achievement, epistemological beliefs (i.e., justification and development), and most of the dimensions of metacognition (i.e., declarative knowledge, planning, information management, debugging, monitoring, and evaluation) significantly improved as ABI was applied. However, the ABI approach was not found to improve students' epistemological beliefs concerning the source and tentative nature of scientific knowledge, or their metacognition with respect to procedural knowledge and conditional knowledge.


Effectiveness of context based approach through 5E learning cycle model on students' understanding of chemical reactions and energy concepts and their motivation to learn chemistry
Çiğdemoğlu, Ceyhan; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012)
The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students’ understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students’ motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three tea...
Effects of web-based learning tool on student learning in science education: a case study
Şengel, Erhan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2005)
This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students̕ perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structur...
Effectiveness of 5E Learning Cycle Instruction on Students Achievement in Cell Concept and Scientific Epistemological Beliefs
Kaynar, Devrim; Öztekin, Ceren; Çakıroğlu, Jale (2009-01-01)
This study investigated the effectiveness of 5E learning cycle on 6(th)-grade students' achievement of cell concepts, and their scientific epistemological beliefs. Epistemological Belief Questionnaire and the Cell Concept Test were administered as pre-test and post-test to a total of 153 sixth grade students in four intact classes of an elementary school. Two classes were randomly assigned as control and experimental groups. Experimental groups received 5E learning cycle instruction and control groups recei...
Effects of the asynchronous web-based course: Preservice teachers' achievement, metacognition, and attitudes towards the course
Topcu, Abdullah; Ubuz, Behiye (2008-01-01)
This present study aimed to investigate the effects of the asynchronous web-based "General Teaching Methods" course conducted based on direct or indirect instructional methods on pre-service teachers' achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the aforementioned web-based courses. The results indicated that the group exposed to the web-based indirect instructio...
Effects of instructions based on cognitive bridging and cognitive conflict on 9th grade students‘ understanding of force and motion, epistemological beliefs, and self-efficacy
Yaman, İbrahim; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The aim of this study is to compare the effects of the instructions based on cognitive bridging and cognitive conflict approaches and gender on 9th grade students‘ conceptual understanding of force and motion, self-efficacy, and epistemological beliefs. The study was conducted with a sample of 206 students in two different schools. The instructional method (traditional, cognitive conflict, and cognitive bridging) and students‘ gender were used as independent variables in a 3x2 factorial design. Within this ...
Citation Formats
S. T. T. Deprem, J. Çakıroğlu, C. Öztekin, and S. KINGIR, “Effectiveness of Argument-Based Inquiry Approach on Grade 8 Students’ Science Content Achievement, Metacognition, and Epistemological Beliefs,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/100360.