Investigating the effectiveness of argument-based inquiry on 6th grade students’ scientific literacy and portraying their argumentation schemes andengagement in argumentation process

Download

12626195.pdf

Date

2021-3-08

Author

Şen, Mehmet

Metadata

Show full item record

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

Item Usage Stats

349
views

775
downloads

This study examined Argument Based Inquiry impact on 6thgrade students’ scientific literacy including content knowledge, epistemological beliefs, and science process skills and also portrayed students’ argumentation schemes and engagement in argumentation process. Totally, 71 students participated in quantitative part and 35 students participated in qualitative part. Content knowledge tests, epistemological belief questionnaire and science process skill test were used as pre-test and post-test to collect quantitative data. Qualitative data was collected throughclassroom observations. Data were analyzed by within subject repeated MANOVA, and qualitative data were analyzed usingconstant comparative analysis. Among the scientific literacy components onlyparticipants’ content knowledge increased significantly, but epistemological beliefs and science process skills did not change. Five assertions were constructed for students’ argumentation schemes. First of all, number of argumentation schemes types increased over time. Secondly, students preferred some argumentation schemes more. Thirdly, data type affecteduse of argumentation schemes. Next, more active class usedmore argumentation schemes. Lastly, mostused argumentation schemes variedbetween classes. Similarly, eight assertions were proposed about students’ engagement.Accordingly, students engaged argumentationat most whenusing evidence cards. They engagedless when they do similar activities. Ideal conditions inhibited theirengagement. Students mostly usedexpositional comments. If students have prior knowledge and evidence cards, they usedoppositional comments. Students used information seeking whenconducting experiment. Lastly, students didnot use co-constructionfrequently. Finally, more active class engagedargumentation whendoing experiment, but less active class engaged argumentation more whenusing evidence cards. Findings are discussed in detail and suggestions are provided.Moreover, discussion part provides further information about scientific literacy, argumentation schemes and students’ engagement in argumentation process

Subject Keywords

Argument Based Inquiry, Scientific Literacy, Argumentation Schemes, Engagement in Argumentation Process, Middle School

URI

https://hdl.handle.net/11511/89794

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs Tucel, Sabahat Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2016) The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Studen...
A Different Look at the Reasoning Process of Prospective Middle School Mathematics Teachers: Global Argumentation Structures Erkek, Ozlem; Işıksal Bostan, Mine (Turkish Education Association, 2019-01-01) Argumentation is an important part of education in different disciplines such as science teaching and psychology. Numerous research studies have revealed that the use of argumentation practices in courses have a positive impact on students' both cognitive (critical thinking, reasoning, etc.) and affective abilities. Recently, the number of studies on argumentation in the field of mathematics education has increased. It is expected that prospective teachers today are key elements of the argumentation process...
Investigating pre-service science teachers' quality of written argumentations about socio-scientific issues in relation to epistemic beliefs and argumentativeness İşbilir, Erdinç; Ertepınar, Hamide; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2010) The purpose of this study was to investigate pre-service science teachers’ (PST) quality of written argumentations about socio-scientific issues in an online discussion environment in relation to their epistemic beliefs and argumentativeness. A total of 30 pre-service elementary science teachers who will teach elementary school science from 6th through 8th grade students after graduation voluntarily participated in this study. The sample was chosen by purposive and convenience sampling from the PSTs registe...
Determination of the statistical literacy differences between mathematics and science teachers Karataş, Melike Dila; Akyüz, Didem (null; 2018-08-01) The purpose of this research study is to investigate elementary school mathematics and science teachers' questioning, responses, and perceived influences about statistical situations and examine their different perspectives. To achieve this, an interview was conducted with mathematics and science teachers. The interview questions were prepared about statistical literacy that focus on real-world situations and definitions of statistical terms. The result of the study demonstrated statistical literacy differe...
The Role of argumentation theory in scientific reasoning and science education Meriç, Gülden Alaz; Zambak, Aziz Fevzi; Department of Philosophy (2019) This thesis analyzes Argumentation Theory within the context of science education. Within this thesis’s purpose, foundations of Argumentation Theory together with the theory’s main elements are also explained. The role of Argumentation Theory is approached in two aspects, namely the philosophical aspect and the educational aspect. In the philosophical aspect, it is questioned whether some reformations in Argumentation Theory is needed for adapting it for science education. In the educational aspect, it is e...

Citation Formats

M. Şen, “Investigating the effectiveness of argument-based inquiry on 6th grade students’ scientific literacy and portraying their argumentation schemes andengagement in argumentation process,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.