Middle School Students’ Informal Reasoning and Argument Quality for Different SSI



Middle school students’ informal reasoning modes and argumentation quality in socioscientific issues: epistemological beliefs and issue familiarity as predictors
Uygun, Cansu Başak; Yılmaz Tüzün, Özgül; Department of Science Education (2022-6)
The purpose of this study was to examine middle school students’ informal reasoning modes, and argumentation quality regarding three different SSI, namely, space explorations (SPE), genetically modified organisms (GMO), and nuclear power plants (NPP); and to investigate how well middle school students’ epistemological beliefs (the dimensions of source/certainty, development, and justification) and issue familiarity predict their informal reasoning modes and argumentation quality. For this purpose, correlati...
Middle School Students’ Scientific Reasoning Ability: Is it related to Classroom Learning Environment Perceptions?
Bezci Bircan, Filiz; Sungur, Semra (2018-09-04)
Contribution Today’s education need to equip students’ with 21st century skills to prepare them as the workforce. This aim can be achieved by educating scientifically literate people. According to Lawson (2009), scientific reasoning is an important component of scientific literacy. Scientific reasoning involves a range of thinking patterns between empirical-inductive thought to hypothetical-deductive thought (Lawson, 2004; 2009). And it includes thinking and reasoning skills involved in inquiry, experimenta...
Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference
Kiran, Dekant; Sungur, Semra (2012-10-01)
The main purpose of the present study is to investigate middle school students' science self-efficacy as well as its sources and outcomes as a function of gender. Bandura's hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of...
Middle school students’ perceptions about twenty-first-century learning practices in science classes: A multidimensional approach Ortaokul öğrencilerinin fen bilimleri dersindeki 21. yüzyil becerilerine ılişkin algıları: Çok boyutlu bir yaklaşım
Uğur, Ünzile Elif; Sungur, Semra (2021-01-01)
© 2021, Hacettepe University. All rights reserved.The purpose of this study was to determine middle school students’ perceptions about twenty-first-century learning practices that they experience in their science classes. For the specified purpose, firstly, Students’ Perception of 21st Century Learning Practices instrument was validated for Turkish middle school students. Then, students’ perceptions were examined in terms of learning processes for 21th century learning (i.e. self-directed learning, collabor...
Ayan, Rukiye; Işıksal Bostan, Mine (2016-07-24)
Citation Formats
C. B. Uygun and Ö. Yılmaz Tüzün, “Middle School Students’ Informal Reasoning and Argument Quality for Different SSI,” presented at the National Association for Research in Science Teaching (NARST) Annual International Conference, 2021, Accessed: 00, 2021. [Online]. Available: https://narst.org/sites/default/files/2021-04/NARST%202021%20Virtual%20Conference%20Program_FINALa.pdf.