Analysis of Primary School Teachers' Argument Generation Skills According to Different Variables

Mehmet Ali Kandemir; Zeki Apaydın

Article Details

Analysis of Primary School Teachers' Argument Generation Skills According to Different Variables

Authors:

Mehmet Ali Kandemir | Zeki Apaydın

Publisher:

Pamukkale University

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.431-454

Document Type:

Article

Publication Date:

2/2023

Document Language:

Turkish

Document ID (Org No.):

2001289200

pISSN:

1301-0085

Keywords:

Abstract:

 The ability to produce arguments is among the important skills that should be acquired by students in the science lesson curriculum. The role of teachers in gaining and developing the relevant skill is undeniable. Therefore, in this study, it is aimed to analyze the generation skills of argument by teachers according to different variables. The research was carried out with 70 primary school teachers working at seven different schools in a district of a metropolitan city in Marmara region, in 2021-2022 academic year. The research was designed according to the survey model, which is one of the quantitative research models. The participants were determined by the easily accessible case sampling method, which is one of the purposive sampling methods. The data were obtained by having the participants write arguments within the scope of the primary school science curriculum 3rd and 4th grade. The arguments produced by the primary school teachers were converted into scores by using the grade rubric. Mann Whitney U Test U and Kruskal Wallis H Test χ² were used in the analysis of related scores. As a result of the research, it was determined that the argument generation skills of the primary school teachers were at the level of need to be developed. In addition, it was determined that the scores of argument generation skill differed depending on the variables of gender and education level. In addition to those, it was determined that the scores of argument generation skill did not differ depending on the variables of the seniority in teaching occupation and the class level they were responsible for. In the context of these results, a course called argument generation skills should be added to the curriculum of teacher training institutions.

 The ability to produce arguments is among the important skills that should be acquired by students in the science lesson curriculum. The role of teachers in gaining and developing the relevant skill is undeniable. Therefore, in this study, it is aimed to analyze the generation skills of argument by teachers according to different variables. The research was carried out with 70 primary school teachers working at seven different schools in a district of a metropolitan city in Marmara region, in 2021-2022 academic year. The research was designed according to the survey model, which is one of the quantitative research models. The participants were determined by the easily accessible case sampling method, which is one of the purposive sampling methods. The data were obtained by having the participants write arguments within the scope of the primary school science curriculum 3rd and 4th grade. The arguments produced by the primary school teachers were converted into scores by using the grade rubric. Mann Whitney U Test U and Kruskal Wallis H Test χ² were used in the analysis of related scores. As a result of the research, it was determined that the argument generation skills of the primary school teachers were at the level of need to be developed. In addition, it was determined that the scores of argument generation skill differed depending on the variables of gender and education level. In addition to those, it was determined that the scores of argument generation skill did not differ depending on the variables of the seniority in teaching occupation and the class level they were responsible for. In the context of these results, a course called argument generation skills should be added to the curriculum of teacher training institutions.

 The ability to produce arguments is among the important skills that should be acquired by students in the science lesson curriculum. The role of teachers in gaining and developing the relevant skill is undeniable. Therefore, in this study, it is aimed to analyze the generation skills of argument by teachers according to different variables. The research was carried out with 70 primary school teachers working at seven different schools in a district of a metropolitan city in Marmara region, in 2021-2022 academic year. The research was designed according to the survey model, which is one of the quantitative research models. The participants were determined by the easily accessible case sampling method, which is one of the purposive sampling methods. The data were obtained by having the participants write arguments within the scope of the primary school science curriculum 3rd and 4th grade. The arguments produced by the primary school teachers were converted into scores by using the grade rubric. Mann Whitney U Test U and Kruskal Wallis H Test χ² were used in the analysis of related scores. As a result of the research, it was determined that the argument generation skills of the primary school teachers were at the level of need to be developed. In addition, it was determined that the scores of argument generation skill differed depending on the variables of gender and education level. In addition to those, it was determined that the scores of argument generation skill did not differ depending on the variables of the seniority in teaching occupation and the class level they were responsible for. In the context of these results, a course called argument generation skills should be added to the curriculum of teacher training institutions.

 Argüman üretme becerisi fen bilimleri dersi öğretim programında öğrencilere kazandırılması gereken önemli beceriler arasındadır. İlgili becerinin kazandırılıp geliştirilmesinde öğretmenlerin rolü yadsınamaz. Bu nedenle bu araştırmada öğretmenlerin argüman üretme becerilerinin farklı değişkenlere göre analiz edilmesi amaçlanmaktadır. Araştırma 2021-2022 eğitim ve öğretim yılında Marmara Bölgesinde yer alan bir büyük şehire bağlı bir ilçede yedi farklı okulda görev yapan 70 sınıf öğretmenin katılımı ile gerçekleştirilmiştir. Araştırma nicel araştırma modellerinden biri olan tarama modeline göre tasarlanmıştır. Katılımcıları amaçlı örnekleme yöntemlerinden biri olan kolay ulaşılabilir durum örnekleme yöntemi ile belirlenmiştir. Veriler katılımcılara ilkokul fen bilimleri öğretim programı 3 ve 4. sınıf kapsamında argüman üretmeleri sağlanarak elde edilmiştir. Sınıf öğretmenlerinin ürettiği argümanlar derece puanlama anahtarı kullanılarak puanlara dönüştürülmüştür. İlgili puanların analizinde Mann Whitney U Testi U ve Kruskal Wallis H Testi χ² kullanılmıştır. Araştırma sonucunda sınıf öğretmenlerinin argüman üretme becerilerinin geliştirilmeli düzeyinde olduğu saptanmıştır. Ayrıca argüman üretme beceri puanları, cinsiyet ve eğitim düzeyi değişkenlerine göre farklılaştığı tespit edilmiştir. Bunlara ek olarak argüman üretme beceri puanları, mesleki yıl ve öğretim yaptığı sınıf düzeyi değişkenlerine göre farklılaşmadığı saptanmıştır. Bu sonuçlar bağlamında öğretmen yetiştiren kurumların ders müfredatına argüman süreçleriyle ilgili bir ders eklenmesi önerilebilir.

Article Details

Analysis of Primary School Teachers' Argument Generation Skills According to Different Variables

Authors:

Mehmet Ali Kandemir | Zeki Apaydın

Publisher:

Pamukkale University

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.431-454

Document Type:

Article

Publication Date:

2/2023

Document Language:

Turkish

Document ID (Org No.):

2001289200

pISSN:

1301-0085

primary school teacher

argumentation

argument

Toulmin’s argumentation modelsınıf öğretmenleri

argümantasyon

argüman

Toulmin argümantasyon modeli

Issues

Article Details

Authors: Mehmet Ali Kandemir | Zeki Apaydın

Publisher: Pamukkale University

Journal: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.431-454

Document Type: Article

Publication Date: 2/2023

Document Language: Turkish

Document ID (Org No.): 2001289200

pISSN: 1301-0085

Issues

Authors:

Mehmet Ali Kandemir | Zeki Apaydın

Publisher:

Pamukkale University

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.431-454

Document Type:

Article

Publication Date:

2/2023

Document Language:

Turkish

Document ID (Org No.):

2001289200

pISSN:

1301-0085