Argümantasyon Tabanlı Fen Öğretiminin Öğrencilerin Bilimsel Süreç Becerileri ve Akademik Başarılarına Etkisi

Abstract

In this study, the researcher aimed to determine the effects of the science course that prepared via the argumentation-based learning method and the questioning-based learning method, to the scientific-process skills of the students and their academic achievements. Furthermore, we also examined the view of students about argumentation-based learning. The study consisted of 6th-grade student participants that taught in 2017-2018 education year in fall semester. The study included two groups whose success levels are similar to each other. One of them is treatment group (n=25) and the other one is control group (n=25) The study has been carried out within the scope of the science course. While control group was instructed by the activities in the book that is appropriate with curriculum, the experiment group instructed by the argumentation-based science learning activities. To obtain quantitative data researcher used “scientific process ability Scale” and “sciences achievement Scale” which has been applied as a pre-test-post-test method. To obtain qualitative data, we used semi-structured “argumentation interview form” with the aim to define students’ views about argumentation-based science teaching. For the analysis of quantitative data, whilst we used dependent t-test and independent t-test, for qualitative data, we used content-analysis technique. According to quantitative data analysis results, it has been found that argumentation-based learning had positive impact on students’ academic success levels in their progress of scientific process skills. Students’ views also supported these results. Besides, students stated positive opinions in their views that argumentation education promotes knowledge and increase the motivation towards the lesson.