Effectiveness of Argumentation based instruction on achievement in science of secondary school students (original) (raw)
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World Journal of Education, 2021
This research aims to analyze the effects of argumentation-based teaching (ABT) on the 4th-grade students’ academic achievement, argumentative tendencies and attitude towards science. The universe of the research was 4th-grade students studying in Yigilca district of Duzce province in the 2017-2018 academic year, in Turkey. The sample of the research consists of 37 4th grade students studying in two different classes. The pretest-posttest matched control group design was used which is one of semi-experimental design techniques. While activities related to ABT were administered to the experimental group, the existing curriculum was applied for the control group. The data of the research were collected using three tools: science achievement test (AT), science attitude scale (SAS), and argumentativeness scale (AS). All data collection tools were administered to experiment and control groups as pre-test and post-test to determine if there was a difference after the application. The find...
Eurasian Journal of Physics and Chemistry Education, 2012
Observing the argumentation of a scientific event and understanding skill is an important component of scientific literacy. In this paper, the effect of lecturing with argumentation-oriented activities in science classes on student success and the retention of knowledge has been analyzed. The study was conducted between 2006 and 2008 academic years in an elementary school in Amasya, Turkey. The study employed a quasi-experimental research method. Argumentation based teaching method was used in experimental group. Traditional teaching method was used in control group. Two different tests were developed for data collection in the study. A subject-related success test was developed in order to determine the success of students and a preliminary knowledge test was developed to check whether the classes were equivalent and to determine their preliminary knowledge. It has been found out that there was a significant difference in favor of the experimental group in terms of student success and the retention of knowledge. When experimental groups worked on for two years were compared, no significant difference was detected between student success rates; however, the scores of second year experimental group were found to be higher. It can be said that argumentation based teaching model affects students' development of conceptual understanding and their information permanence. Argumentation can also be employed in teaching other subjects. Class activities have to be developed and argumentation norms have to be applied in science teaching so that young individuals can gain confidence in employing argumentation.
Shanlax International Journal of Education
This study is an attempt to examine science teachers’ views on Argumentation-Based Science Learning (ABSL) and the activities they have prepared. The study employed a qualitative case study method. The working group consisted of 5 science teachers who work in secondary schools affiliated with the Ministry of National Education in Turkey and who have master’s degree. This study deployed the “Semi-structured Preliminary Interview Form”, “The Evaluation Rubric related to the Activities Based on Argumentation-Based Science Learning “ and “Semi-structured Final Interview Form”. Content analysis and descriptive analysis were used during data analysis. The results revealed that the teachers’ perceptions towards ABSL before the implementation were mostly grounded on giving opinions and argumentation. Four teachers did not use ABSL in lessons before and they did not prepare any activities. On analyzing the activities prepared by the teachers through use of ABSL, all the teachers were identif...
The Effects of Argumentation Model on Students’ Achievement and Argumentation Skills in Science
Procedia - Social and Behavioral Sciences, 2012
kills during the instruction through argumentation model. Semi-experimental design was used in this study. The sample was comprised of totally 40 eight grade students from two different classes in a primary school. An achievement test and semi-structured interviews were used to collect data. The achievement test was implemented to both experimental and control groups as pre-and post-tests. Semi-structured ntation model was used. Also, all discussions in the science lessons were audio recorded to the instruction of the unit. achievement and conceptual understanding on the unit, and there was a significant difference between experimental and control groups in favor of the experimental group. Moreover, the analyses of the data obtained from the interviews and audio recordings clearly indicated that experimental group students' argumentation skills were improved gradually during the instruction.
Enhancing the quality of argumentation in school science
… of Research in Science …, 2004
The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over two years between 1999 and 2001 in junior high schools in the greater London area. The research was conducted in two phases. In the first developmental phase, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom and to assess teachers' development with teaching argumentation. Data were collected by videoing and audio recording the teachers attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher specific, as is the nature of the change.
Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students’ nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the nature of science lessons, the structure of the argument and an effort to scaffold students’ understanding concerning the argument’s structure. As this was considered the initial, but students have to acquire fundamental skills before dealing with the inner validity of an argument. Moreover, successful and chosen students for this study were studied carefully dense by the researchers. In that scope, the study was designed on qualitative research techniques which are detailed as explorative and fundamentally interpretation for the related topic. Since a particular school’s successful students are considered in the research, it could be viewed and designed as a case study. The study is conducted with 8th graders with the age of 12-13 in a private elementary school. Focus group interviews and classroom observations during science lessons were the basic tools to obtain data. The results were grouped under the following aspects: objectives of science education, science teaching methods of teachers, teaching materials and teacher’s attitudes towards his/her students during the class. Two science teachers in this school both give importance inquiry based teaching science. This research has demonstrated that even the most successful 8th graders in science classes do not necessarily understand fundamental concepts about nature and science. The science teachers in this research also mentioned that the interactive nature of information technologies can support students in carrying out inquiry-based activities, using problems, questions, and even theories that they themselves define and develop argumentation. Keywords: Science education, Elementary science, Argumentation, Scientific discussion
The pedagogy of argumentation in science education: science teachers’ instructional practices
International Journal of Science Education, 2017
Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this scientific practice into their science classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were 1 elementary science teacher, 2 chemistry teachers, and 4 graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audiorecorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as argumentation specific pedagogical knowledge, meta-level pedagogical knowledge specific to argumentation, and meta-strategic knowledge specific to argumentation. Based on the findings of this study, it was concluded that through a cycle of reflective practice, the teachers adapted and developed instructional strategies to promote argumentation in their teaching practice. Moreover, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentationbased lessons.
Journal of Research in Science Teaching, 2013
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science-in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11-to 16-yearold students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. ß 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 2013