USING ARGUMENTATION TO PROMOTE HIGH SCHOOL STUDENTS’ ARGUMENTATION SKILLS, CONCEPTUAL UNDERSTANDING IN ELECTROCHEMISTRY, AND CRITICAL THINKING SKILLS

Date

2023-6-23

Author

COSAN, AYSE

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The purpose of this study was to investigate the effect of argumentation-based instruction on grade 9 students’ conceptual understanding of the electrochemistry topic and critical thinking skills and how the students’ argumentation skills developed during this process. Moreover, how the argumentation skills of the students who were taught through argumentation-based instructions were at the end of the study compared to that of the students who were taught through traditional-based instructions was examined. The study used a multimethod design, including a quasi-experimental design in the quantitative part and a case study design in the qualitative part. A total of 21 students in the control group (CG), who were taught through traditional-based instruction, and 20 students in the experimental group (EG), who were taught through argumentation-based instruction participated in the quantitative part. Data were collected by the electrochemistry concept test and critical thinking skills scale. Results of multivariate analysis of covariance (MANCOVA) indicated that students who were taught through argumentation-based instructions had significantly higher scores on the conceptual understanding test and critical thinking skills scale. Qualitative data were collected through audio recordings of discussions, video recordings of whole-class discussions, writing frames, summaries of the group arguments, and field notes. Additionally, think-aloud protocols were conducted with six students in each CG and EG at the end of the study. Using a constant comparative method, analysis of the qualitative data revealed that students in EG formed higher-quality argumentations compared to the CG students. The study provides implications for research and practice.

Subject Keywords

Argumentation-Based Instruction, Argumentation in Science Education, Conceptual Understanding, Critical Thinking Skills, Electrochemistry

URI

https://hdl.handle.net/11511/104687

Collections

Graduate School of Natural and Applied Sciences, Thesis