Quality of argumentation by seventh-graders in local socioscientific issues

Basit Öğe Kaydı
dc.authorid0000-0003-1800-0765en_US
dc.authorid0000-0003-3076-1196en_US
dc.authorid0000-0002-4192-0028
dc.contributor.authorÇapkınoğlu, Esra
dc.contributor.authorYılmaz, Serkan
dc.contributor.authorLeblebicioğlu, Gülşen
dc.date.accessioned2021-06-23T19:54:59Z
dc.date.available2021-06-23T19:54:59Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe study's purpose was to evaluate the quality of argumentations presented by students in relation to local socioscientific issues (SSIs). The participants, 36 seventh-grade students from state schools, were divided into three learning groups-outdoor group, newspaper group, and presentation group. Five local environment-related SSIs were selected: an artificial lake, chicken coops, leather tanneries, base stations, and hydroelectric power plants (HPPs). Different data sources were provided to each group pertaining to their SSIs. The outdoor group learned through field trips, the newspaper group acquired information through newspapers, and the presentation group learned via presentations. Each group gathered data from their unique learning sources, which then formed the basis of their arguments. After a pilot study, each group experienced the same argumentation practice within smaller groups. The recorded discussions were transcribed, and the qualities of 582 argumentation episodes chronicled over a period of 10 weeks were evaluated using an analytical assessment tool. It emerged that the quality of argumentations of each group varied by the data sources and the contexts of the SSIs. While the newspaper group displayed the best performance in 4 out of 5 issues, the outdoor group had the lowest performance overall. In terms of generating high-quality argumentations about the artificial lake, chicken coops, and base stations, the newspaper group ranked top, followed by the presentation group, and then the outdoor group. HPPs proved to be the most challenging context for students across all groups. The study sums up with discussions of the differences between the quality of argumentations of the various groups and the implications of the study's conclusions.en_US
dc.identifier.doi10.1002/tea.21609
dc.identifier.endpage855en_US
dc.identifier.issn0022-4308
dc.identifier.issn1098-2736
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-85076357465en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage827en_US
dc.identifier.urihttps://doi.org/10.1002/tea.21609
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10697
dc.identifier.volume57en_US
dc.identifier.wosWOS:000501473100001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorLeblebicioğlu, Gülşen
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofJournal Of Research In Science Teachingen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectArgumenten_US
dc.subjectLocal Socioscientific Issuesen_US
dc.subjectQuality of Argumentationen_US
dc.subjectScience Educationen_US
dc.titleQuality of argumentation by seventh-graders in local socioscientific issuesen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu