Özet:

Argumentation based inquiry approach is one of the ways used in education in order to increase students’ conceptual and deep learning, and improve their research, inquiry, and critical thinking skills. The aim of this study is to investigate students’ participation ratio into discussion oriented argumentation in the argumentation based inquiry approach process as well as the relationship between the effect of this approach on students’ discussion willingness and their discussion willingness and participation ratio into discussion. In this study, convergent parallel design from mixed-method research designs was applied. This study was conducted with junior students (N=48, Female: 20, Male: 28) educated in the Department of Computer Education and Instructional Technology. They were selected based on convenience sampling method, and the data was collected in fall semester in the academic year of 2016-2017. The research was conducted in the course Distance Education which was designed based on scientific argumentation based learning approach. During the treatment process, students were grouped into 13 different groups composed of 3-4 students. The quantitative data was analyzed with descriptive statistics and inferential statistics (t-test, Spearman correlation). The qualitative data was analyzed through Nvivo based on content analysis. The findings indicated that argumentation based inquiry approach increased students’ discussion willingness, and there was a positive significant relationship, though being at a low level, between their discussion willingness and participation ratio into discussion.

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