Abstract
Abstract: This study has been prepared as a preliminary study that will guide similar studies in the future. The aim of this study is to determine the effect of argumentation-based instruction on 6th grade students’ knowledge and views about organ donation and transplantation. The study was conducted with 41 secondary school students in Turkey and a pre-test post-test single-group quasiexperimental design was used. Organ donation and transplantation was taught with argumentationbased activities for 2 weeks. The data was gathered by the open-ended questionnaire and content analysis was used in the analysis of the data. Before the application, it was observed that most of the students confused the basic concepts of organ donation and transplantation and they had some misconceptions. They also had incorrect information about the necessary conditions for organ donation and organs/tissues which can be successfully transplanted. After the application, it was observed that the misconceptions decreased significantly, and argumentation-based activities raised students' awareness and willingness to donate. These findings showed that argumentationbased instruction have had a positive effect on the students’ knowledge and views about organ donation and transplantation.
Highlights
IntroductionIn the 21st century, the developments in science and technology affected the social and cultural structure, and influenced the understanding of education and caused radical changes
In the light of the shortcomings in the literature, this study focuses on teaching organ donation and transplantation which is a socio-scientific issue
The first sub-problem of the research is “What is the knowledge of the 6th grade students about organ donation and transplantation before and after the application?”
Summary
In the 21st century, the developments in science and technology affected the social and cultural structure, and influenced the understanding of education and caused radical changes. Socio-scientific issues include scientific and moral reasoning skills to solve socio-scientific problems related to science and technology (MoNE, 2018). Inclusion of these issues in science learning environments develops skills such as conscious decision making, associating issues with daily life, multi-dimensional and critical thinking (Dawson, 2015; Hodson, 2013; Sadler, 2004; Sadler & Fowler, 2006; Zeidler, Sadler, Applebaum & Callahan, 2009). One of the aims of the 2013 science curriculum is to develop scientific thinking habits by using socio-scientific issues (MoNE, 2013) In this program, which was updated in 2018, this aim was extended as developing reasoning ability, scientific thinking habits and decision-making skills by using sociological subjects (MoNE, 2018)
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