Abstract
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 Yığılca district of Düzce 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 findings revealed that the academic achievement of the students was significantly influenced by the activities related to ABT. However, there was no significant difference between experimental and control groups in terms of argumentative tendencies and their attitude towards science.
Highlights
Educational arrangements are in progress today according to technology and scientific developments and many countries are trying to adapt to changes in education and raising standards depending on these scientific and technological developments
The findings revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching (ABT)
Is there a statistically significant difference between the experimental group, where ABT is applied in the teaching of the concepts in the 4th-grade Science Course ‘Let's Learn About Substances?’ chapter, and control group, where the teaching methods applied which the science course curriculum included, in terms of Achievement Test, Science Attitude Scale, and Argumentativeness Scale average scores?
Summary
Educational arrangements are in progress today according to technology and scientific developments and many countries are trying to adapt to changes in education and raising standards depending on these scientific and technological developments. Several studies in the field of science education were concluded that ABT increases students’ critical thinking skills, questioning skills, their ideation of the nature of science and looking at the events from different perspectives, their ability to form basis their learning and their academic achievement (Yore, 2000; Hickey, Taasoobshirazi & Cross, 2012; Giri & Aily, 2020). Considering all these skills that ABT brings to students, it was deemed appropriate to include ABT activities in this research. It is thought that this research will benefit the studies to be carried out on ABT
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