Date

2021-3-08

Author

Şen, Mehmet

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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