Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels

Nagihan Yıldırım

Article Details

Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels

Authors:

Nagihan Yıldırım

Publisher:

Afyon Kocatepe University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Journal:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.367-384

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345642

pISSN:

1308-1659

Keywords:

Abstract:

 This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning ABSL approach for concepts in the 6th grade unit Sound and Its Properties and to examine students argumentation levels and conceptual understanding. The activity sheets completed by the students before and during the implementation process and the semi-structured interviews conducted after the implementation process were used as data collection instruments. A rubric developed by Erduran et al. 2004 was used to address one of the sub-research questions of the study to determine students level of argumentation. The semi-structured interview data were subjected to descriptive analysis. Responses to conceptual questions were coded as correct, partially correct, incorrect or blank. These categorizations were then summarized in tables, including representative student statements. The results of this study indicate that the students level of argumentation during the first activities was initially at level 1. As the activities progressed, there was an increase in the number of level 2 arguments, with some activities reaching level 3. However, no level 4 or 5 arguments were produced. The developed materials had a positive effect on students conceptual learning.

 This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning ABSL approach for concepts in the 6th grade unit Sound and Its Properties and to examine students argumentation levels and conceptual understanding. The activity sheets completed by the students before and during the implementation process and the semi-structured interviews conducted after the implementation process were used as data collection instruments. A rubric developed by Erduran et al. 2004 was used to address one of the sub-research questions of the study to determine students level of argumentation. The semi-structured interview data were subjected to descriptive analysis. Responses to conceptual questions were coded as correct, partially correct, incorrect or blank. These categorizations were then summarized in tables, including representative student statements. The results of this study indicate that the students level of argumentation during the first activities was initially at level 1. As the activities progressed, there was an increase in the number of level 2 arguments, with some activities reaching level 3. However, no level 4 or 5 arguments were produced. The developed materials had a positive effect on students conceptual learning.

 This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning ABSL approach for concepts in the 6th grade unit Sound and Its Properties and to examine students argumentation levels and conceptual understanding. The activity sheets completed by the students before and during the implementation process and the semi-structured interviews conducted after the implementation process were used as data collection instruments. A rubric developed by Erduran et al. 2004 was used to address one of the sub-research questions of the study to determine students level of argumentation. The semi-structured interview data were subjected to descriptive analysis. Responses to conceptual questions were coded as correct, partially correct, incorrect or blank. These categorizations were then summarized in tables, including representative student statements. The results of this study indicate that the students level of argumentation during the first activities was initially at level 1. As the activities progressed, there was an increase in the number of level 2 arguments, with some activities reaching level 3. However, no level 4 or 5 arguments were produced. The developed materials had a positive effect on students conceptual learning.

 Bu çalışmada, 6. sınıf Ses ve Özellikleri ünitesinde yer alan kavramlara yönelik argümantasyon tabanlı bilim öğrenme ATBÖ yaklaşımına dayalı öğretim materyalleri geliştirmek ve öğrencilerin argümantasyon düzeyleri ile kavramsal anlamalarını incelemek amacıyla nitel araştırma yaklaşımlarından durum çalışması kullanılmıştır. Veri toplama aracı olarak öğrencilerin uygulama öncesinde ve uygulama sürecinde doldurdukları etkinlik kâğıtları ve uygulama sonrasında yapılan yarı yapılandırılmış mülakat kullanılmıştır. Öğrencilerin argümantasyon düzeylerini belirlemek için Erduran ve diğerleri 2004 tarafından geliştirilen bir rubrik kullanılmıştır. Yarı yapılandırılmış mülakat verileri betimsel analize tabi tutulmuştur. Kavramla ilgili sorulara verilen yanıtlar doğru, kısmen doğru, yanlış ya da boş olarak kodlanmıştır. Bu kategoriler ve frekans dağılımları örnek öğrenci ifadeleri ile tablolaştırılmıştır. Çalışmanın sonuçları, ilk etkinlikler sırasında öğrencilerin argümantasyon seviyesinin başlangıçta 1. seviyede olduğunu göstermektedir. Etkinlikler ilerledikçe 2. seviye argümanların sayısında artış olmuş, bazı etkinliklerde 3. seviye örneklerine de rastlanmıştır. Ancak 4. veya 5. seviye argüman üretilmemiştir. Geliştirilen materyallerin öğrencilerin kavramsal öğrenmeleri üzerinde olumlu bir etkisi olmuştur.

Article Details

Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels

Authors:

Nagihan Yıldırım

Publisher:

Afyon Kocatepe University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Journal:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.367-384

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345642

pISSN:

1308-1659

argumentation level

guidance material

sound and its propertiesargüman seviyesi

rehber materyal

ses ve özellikleri

Issues

Article Details

Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels

Authors: Nagihan Yıldırım

Publisher: Afyon Kocatepe University

Main Topics: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Journal: Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.367-384

Document Type: Article

Publication Date: 4/2025

Document Language: English

Document ID (Org No.): 2001345642

pISSN: 1308-1659

argumentation level

guidance material

sound and its propertiesargüman seviyesi

rehber materyal

ses ve özellikleri

Issues

Authors:

Nagihan Yıldırım

Publisher:

Afyon Kocatepe University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç) | Alan Eğitimleri (Diğer)

Journal:

Kuramsal Eğitimbilim Dergisi Vol.18 Issue 2, pp.367-384

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001345642

pISSN:

1308-1659