THE SOURCES OF JUSTIFICATION USED BY UNIVERSITY STUDENTS AND THEIR CHANGE DURING ARGUMENTATION PROCESS

Date

2024-3-8

Author

Aydın Şengüleç, Özlem

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This research aims to examine the sources of justification upon which students base their claims and observe how faithfully they adhere to these sources or change their justifications in an argumentation environment created by using counter-intuitive physics problems. The study was conducted with 25 first-year university students enrolled in the ‘Elementary Science Teaching Undergraduate Program.’ They engaged in an argumentation process over eight weeks, preparing argumentation worksheets for each task. When examining the sources used in the participants’ justifications, a total of 10 different sources of justification under four main categories emerged. The main categories emerged as ‘Daily Life Experiences,’ ‘Daily Life Observations,’ ‘School,’ and ‘Implicit.’ During the argumentation processes, when changes in participants’ justifications were analyzed, it was generally found that ‘Justifications Based on Daily Life Experiences’ were more effective in changing the justifications of other participants. In contrast, ‘Justifications Based on School,’ generated from educational settings (e.g., teacher, textbook, classroom experiments/demonstrations, school environment), were more susceptible to being easily influenced by the justifications presented by other participants during the argumentation processes.

Subject Keywords

Scientific Argumentation, Justification, Science Education.

URI

https://hdl.handle.net/11511/109152

Collections

Graduate School of Natural and Applied Sciences, Thesis