Clinical Research
BibTex RIS Cite

Uzaktan Eğitim Sürecinde Biyoçeşitlik Argümantasyon Etkinliklerinin Etkililiğinin İncelenmesi

Year 2023, Volume: 24 Issue: 1, 511 - 546, 30.04.2023

Abstract

Bu araştırmada, biyoçeşitlilik ve insan-çevre etkileşimi konularına ilişkin geliştirilen argümantasyon etkinliklerinde öğrencilerin argüman düzeyleri ile bu konuya yönelik geliştirilmiş beceri temelli başarı testi maddelerinin doğru yanıtlanması arasındaki ilişki yönü ve düzeyinin belirlenmesi amaçlanmıştır. Ayrıca araştırmada derinlemesine bir inceleme yapabilmek için farklı becerileri ele alan etkinlikler geliştirilmiş ve her birinin ayrı ayrı beceri temelli test puanları üzerine etkisinin olup olmadığı analiz edilmiştir. Araştırma, 2020-2021 eğitim- öğretim yılında beşinci sınıfta öğrenim gören ve uzaktan eğitime devam eden 40 öğrenci ile gerçekleştirilmiştir. Veri toplama aracı olarak beceri temelli test ve argümantasyon etkinliklerinde yer alan yapılandırılmış sorular kullanılmıştır. Argümantasyon etkinliklerindeki yanıtlar Türkçe Argümantasyon Değerlendirme Modeli Ölçeği kullanılarak puanlanmıştır. Araştırma sonucunda, argümantasyon etkinliklerinden aldıkları puanlar ile beceri temelli soruların doğru yanıtlanması arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Ayrıca argümantasyon etkinliklerinin toplam puanları ve her etkinlikten elde edilen puanlar ayrı ayrı incelendiğinde, beceri temelli test başarısı üzerine anlamlı bir farklılık oluştuğu tespit edilmiştir. Elde edilen bu sonuçlar, biyoçeşitlilik konusu gibi verilere dayalı tartışma çalışmaları gerektiren bir alanda argümantasyon etkinliklerinin öğrencilerin çıkarımda bulunma, akıl yürütme, bilimsel verileri değerlendirme becerileri üzerinde etkili olduğunu ortaya koymuştur.

References

  • Aktamış, H. & Hiğde, E. (2015). Assessment of argumentation models used in science education. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(35), 136-172. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/19408/206367
  • Binkley, R. W. (1995). Argumentation, education and reasoning. Informal Logic, 17(2), 127-143. https://doi.org/10.22329/il.v17i2.2403
  • Çınar-Temiz, B. (2016). The effect of teaching based on argumentation on elementary school students' success conceptual understanding and critical thinking: Electricity on our lives unit. (Unpublished PhD Thesis), İstanbul: Marmara University.
  • Ekim, T., Koyuncu, M., Vural, M., Duman, H., Aytaç, Z., Adıgüzel N., (2000). Türkiye Bitkileri Kırmızı Kitabı (Eğrelti ve Tohumlu Bitkiler)[ Red Book of Plants of Turkey (Fern and Seed Plants)]. Ankara: Türkiye Tabiatını Koruma Derneği-Van Yüzüncü Yıl Üniversitesi
  • Er, S., & Kırındı, T. (2020). The impact of the argumentation method based science course on students’ science process skills. Gazi Journal of Education Sciences (GJES), 6(3), 317-343. https://doi.org/10.30855/gjes.2020.06.03.004
  • Erduran, S. (2018). Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education. Cultural Studies Science of Education, 13, 1091-1099. https://doi.org/10.1007/s11422-017-9847-8
  • Gülen, S., & Yaman, S. (2018). Evaluation of product files including argumentation texts integrated with science-technology-engineering and mathematics education. Journal of STEAM Education, 1(2), 1-16. Retrieved from https://dergipark.org.tr/tr/pub/steam/issue/42077/434063
  • Günel, M., Kıngır,S. & Geban, Ö. (2012). Analysis of Argumentation and Questioning Patterns in ArgumentBased Inquiry Classrooms. Education and Science, 37 (164), 317-330. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1050/381
  • İlk, A. (2019). The effect of argumentation based science learning (ABSL) approach on students’ academic achievement and attitutes in science. (Unpublished master's thesis), Niğde: Ömer Halisdemir University.
  • Jiménez-Aleixandre, M. P., Rodriguez, A., & Duschl, R. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792. Retrieved from https://edisciplinas.usp.br/pluginfile.php/14591/mod_resource/content/1/Doing_the_Lesson.pdf
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemleri[Scientific Research Methods] (32nd Edition) Ankara: Nobel Akademik
  • Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36, 1065-1081. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
  • Lazarou, D., Erduran, S., & Sutherland, R. (2017). Argumentation in science education as an evolving concept: Following the object of activity. Learning, Culture and Social Interaction, 14(2017), 51-56. https://doi.org/10.1016/j.lcsi .2017.05.003
  • Mader, S. S. & Windelspecht, M. (2018). Biology. Mc Graw Hill
  • Ministry of National Education (MoNE) (2018a). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3,4,5,6,7 ve 8. sınıflar) [Science Course Curriculum (Primary and Secondary Schools 3,4,5,6,7 and 8th grades)]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Mirza-Muller, N. & Perret-Clermont, A.N. (2009). Argumentation and Education Theoretical Foundations and Practices. London: Springer
  • Saban, Y., Aydoğdu, B., & Elmas, R. (2014). The Comparison of 2005 and 2013 Science Curricula for Science Process Skills in 4th and 5th Grades. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(32), 62–85. Retrieved from https://dergipark.org.tr/tr/pub/maeuefd/issue/19405/206307
  • Şahin, E. (2016). Argümantasyon tabanlı bilim öğrenme yaklaşımının üstün yetenekli öğrencilerin akademik başarılarına üst biliş ve eleştirel düşünme becerilerine etkisi [The Effect Of Argumentatıon Based Scıence Learnıng Approach On Academıc Success, Metacognıtıon And Crıtıcal Thınkıng Skılls Of Gıfted Students]. (Unpublished PhD Thesis), Ankara: Gazi University.
  • Toulmin, S. (2003). The uses of argument (Updated ed.). New York: Cambridge University Press.
  • Toulmin, S. E. (1958). The uses of argument. New York: Cambridge University Press.
  • Uluay, G. & Aydın, A. (2018). The effect of argumentation based learning process on academic achievement in teaching of force and motion unit to 7th grade students. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1779-1799. https://doi.org/10.17240/aibuefd.2018.18.39790-471189
  • Ural, E., & Gençoğlan, D. M. (2020). The Effect of argumentation-based science teaching approach on 8th graders’ learning in the subject of acids-bases, their attitudes towards science class and scientific process skills. Interdisciplinary Journal of Environmental and Science Education, 16(1), e02207. https://doi.org/10.29333/ijese/6369
  • Von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101– 131. https://doi.org/10.1002/tea.20213
  • Yılmaz- Özcan, N. & Tabak, S. (2019). The effect of argumentation-based social studies teaching on academic achievement, attitude and critical thinking tendencies of students. International Electronic Journal of Elementary Education, 12(2), 213-222. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/935

Examination of the Effectiveness Biodiversity Argumentation Activities’ During the Distance Education Process

Year 2023, Volume: 24 Issue: 1, 511 - 546, 30.04.2023

Abstract

This study aims to determine the direction and level of the relationship between the argumentation levels of the students in the argumentation activities developed on the topics of biodiversity and human-environment interaction and the correct answering of the skill-based achievement test questions developed for this subject. Moreover, activities that cover different skills were developed in order to analyze the research in-depth, and whether each had an effect on the skill-based test scores was analyzed. The research was conducted with 40 fifth graders who attended distance education in the 2020-2021 academic years. As data collection tools, the structured questions in skill-based testing and argumentation activities were used. The answers in the argumentation activities were scored using the Argumentation Assessment Model Scale in Turkish. As a result of the research, a positive and significant relationship was found between the scores, which the students received from the argumentation activities, and the correct answers that they gave to the skill-based questions. In addition, when the total scores of the argumentation activities and the scores obtained from each activity were examined separately, it was determined that there was a significant difference in the achievement of the skill-based test. The obtained results revealed that argumentation activities in a field that requires data-based discussion studies, such as the subject of biodiversity, are effective in the skills students' making inferences, reasoning, and evaluating scientific data

References

  • Aktamış, H. & Hiğde, E. (2015). Assessment of argumentation models used in science education. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(35), 136-172. Retrieved from https://dergipark.org.tr/en/pub/maeuefd/issue/19408/206367
  • Binkley, R. W. (1995). Argumentation, education and reasoning. Informal Logic, 17(2), 127-143. https://doi.org/10.22329/il.v17i2.2403
  • Çınar-Temiz, B. (2016). The effect of teaching based on argumentation on elementary school students' success conceptual understanding and critical thinking: Electricity on our lives unit. (Unpublished PhD Thesis), İstanbul: Marmara University.
  • Ekim, T., Koyuncu, M., Vural, M., Duman, H., Aytaç, Z., Adıgüzel N., (2000). Türkiye Bitkileri Kırmızı Kitabı (Eğrelti ve Tohumlu Bitkiler)[ Red Book of Plants of Turkey (Fern and Seed Plants)]. Ankara: Türkiye Tabiatını Koruma Derneği-Van Yüzüncü Yıl Üniversitesi
  • Er, S., & Kırındı, T. (2020). The impact of the argumentation method based science course on students’ science process skills. Gazi Journal of Education Sciences (GJES), 6(3), 317-343. https://doi.org/10.30855/gjes.2020.06.03.004
  • Erduran, S. (2018). Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education. Cultural Studies Science of Education, 13, 1091-1099. https://doi.org/10.1007/s11422-017-9847-8
  • Gülen, S., & Yaman, S. (2018). Evaluation of product files including argumentation texts integrated with science-technology-engineering and mathematics education. Journal of STEAM Education, 1(2), 1-16. Retrieved from https://dergipark.org.tr/tr/pub/steam/issue/42077/434063
  • Günel, M., Kıngır,S. & Geban, Ö. (2012). Analysis of Argumentation and Questioning Patterns in ArgumentBased Inquiry Classrooms. Education and Science, 37 (164), 317-330. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1050/381
  • İlk, A. (2019). The effect of argumentation based science learning (ABSL) approach on students’ academic achievement and attitutes in science. (Unpublished master's thesis), Niğde: Ömer Halisdemir University.
  • Jiménez-Aleixandre, M. P., Rodriguez, A., & Duschl, R. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792. Retrieved from https://edisciplinas.usp.br/pluginfile.php/14591/mod_resource/content/1/Doing_the_Lesson.pdf
  • Karasar, N. (2016). Bilimsel Araştırma Yöntemleri[Scientific Research Methods] (32nd Edition) Ankara: Nobel Akademik
  • Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36, 1065-1081. https://doi.org/10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
  • Lazarou, D., Erduran, S., & Sutherland, R. (2017). Argumentation in science education as an evolving concept: Following the object of activity. Learning, Culture and Social Interaction, 14(2017), 51-56. https://doi.org/10.1016/j.lcsi .2017.05.003
  • Mader, S. S. & Windelspecht, M. (2018). Biology. Mc Graw Hill
  • Ministry of National Education (MoNE) (2018a). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3,4,5,6,7 ve 8. sınıflar) [Science Course Curriculum (Primary and Secondary Schools 3,4,5,6,7 and 8th grades)]. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Mirza-Muller, N. & Perret-Clermont, A.N. (2009). Argumentation and Education Theoretical Foundations and Practices. London: Springer
  • Saban, Y., Aydoğdu, B., & Elmas, R. (2014). The Comparison of 2005 and 2013 Science Curricula for Science Process Skills in 4th and 5th Grades. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(32), 62–85. Retrieved from https://dergipark.org.tr/tr/pub/maeuefd/issue/19405/206307
  • Şahin, E. (2016). Argümantasyon tabanlı bilim öğrenme yaklaşımının üstün yetenekli öğrencilerin akademik başarılarına üst biliş ve eleştirel düşünme becerilerine etkisi [The Effect Of Argumentatıon Based Scıence Learnıng Approach On Academıc Success, Metacognıtıon And Crıtıcal Thınkıng Skılls Of Gıfted Students]. (Unpublished PhD Thesis), Ankara: Gazi University.
  • Toulmin, S. (2003). The uses of argument (Updated ed.). New York: Cambridge University Press.
  • Toulmin, S. E. (1958). The uses of argument. New York: Cambridge University Press.
  • Uluay, G. & Aydın, A. (2018). The effect of argumentation based learning process on academic achievement in teaching of force and motion unit to 7th grade students. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 1779-1799. https://doi.org/10.17240/aibuefd.2018.18.39790-471189
  • Ural, E., & Gençoğlan, D. M. (2020). The Effect of argumentation-based science teaching approach on 8th graders’ learning in the subject of acids-bases, their attitudes towards science class and scientific process skills. Interdisciplinary Journal of Environmental and Science Education, 16(1), e02207. https://doi.org/10.29333/ijese/6369
  • Von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101– 131. https://doi.org/10.1002/tea.20213
  • Yılmaz- Özcan, N. & Tabak, S. (2019). The effect of argumentation-based social studies teaching on academic achievement, attitude and critical thinking tendencies of students. International Electronic Journal of Elementary Education, 12(2), 213-222. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/935
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Ferhat Karakaya 0000-0001-5448-2226

Gökşen Üçüncü 0000-0001-8107-229X

Eray Selçuk 0000-0003-4033-4219

Elvan İnce Aka 0000-0003-2013-1035

Mehmet Yılmaz 0000-0001-6700-6579

Publication Date April 30, 2023
Published in Issue Year 2023 Volume: 24 Issue: 1

Cite

APA Karakaya, F., Üçüncü, G., Selçuk, E., İnce Aka, E., et al. (2023). Uzaktan Eğitim Sürecinde Biyoçeşitlik Argümantasyon Etkinliklerinin Etkililiğinin İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 24(1), 511-546.

2562219122   19121   19116   19117     19118       19119       19120     19124