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Bu çalışmanın amacı, Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımının dördüncü sınıf öğrencilerinin “Kuvvetin Etkileri” ünitesindeki başarıları üzerindeki etkisini ve ATBÖ yaklaşımı ile işlenen derslerde öğrencilerin yazılı argümantasyon kalite düzeylerini incelemektir. Araştırmada, nicel araştırma yöntemlerinden, ön-test son-test kontrol gruplu yarı deneysel araştırma deseni kullanılmıştır. Bu çalışma, 2017–2018 eğitim ve öğretim yılı güz döneminde Konya ilinde bulunan bir ilkokulda gerçekleştirilmiştir. Çalışmaya, dördüncü sınıfta öğrenim görmekte olan toplam 45 öğrenci katılmıştır. Veri toplama araçları olarak “Kuvvetin Etkileri Ünitesi Başarı Testi” ve “Holistik Argüman Puanlama Ölçeği” kullanılmıştır. Yapılan ANCOVA analizi sonucunda deney grubu lehine anlamlı bir fark görülmüştür. Bulgular, ATBÖ yaklaşımın öğrencilerin “kuvvetin etkileri” ünitesinde başarılarını olumlu etkilediğini göstermektedir. Deney grubundaki öğrencilerin yazılı argümantasyon kalite düzeyini tespit edebilmek için öğrenci etkinlik raporları incelenmiş ve incelenen genel toplam puanların ortalaması ışığında “orta düzey” bir kalitede olunduğu sonucuna ulaşılmıştır. ATBÖ yaklaşımının kullanılması ile öğrencilerin yazılı argümantasyon kalite düzeylerini arttırmanın mümkün olacağı söylenebilir. Dolayısıyla yazılı argümantasyon kalite düzeyinin artması ile öğrencilerin akademik başarılarının da artacağı öngörülmüştür. Bu bağlamda, ATBÖ yaklaşımının ilkokulda hatta eğitim fakültelerinde öğretmen yetiştirme programlarında kullanılması önerilmektedir.
The objective of this study is to study the impact of the argument-based science learning (ATBÖ) approach on the achievements of fourth-class students in the unit "Power Effects" and the level of quality of the students' written argumentation in the courses processed with the ATBÖ approach. In the research, the quantum research methods used a semi-experimental research scheme with a pre-test-on-test control group. This study was conducted in a primary school located in the province of Konya during the 2017-2018 educational and educational year. The study included a total of 45 students who were studying in the fourth class. Data collection tools have been used as "Power Effects Unit Success Test" and "Holytic Argument Score Score Score". The result of the ANCOVA analysis found a significant difference in the benefit of the experiment group. The findings show that the ATBÖ approach has a positive impact on students’ success in the unit of “effects of strength”. To determine the level of quality of the student's written argumentation in the experimental group, the student's activity reports have been studied and concluded that the average of the total scores studied are in a "mediate level" quality. With the use of the ATBÖ approach, it can be said that it will be possible for students to increase the quality levels of written argumentation. Therefore, the level of quality of written argumentation is expected to increase with the academic achievements of students. In this context, the ATBÖ approach is recommended to be used in the teaching programs in primary schools and even in educational faculty.
The aim of this study is to examine the impact of Argumentation Based Science Learning (ABSL) approach on the achievement of fourth grade students in the “Effects of Force” unit and to examine the students’ written quality argumentation levels in the courses taught by the ABSL approach. Pre-test post-test control group design was used in this quasi-experimental study. This research was conducted in a primary school in the province of Konya in the fall semester of 2017–2018 academic year. Forty-five students from the fourth year were participated in the study. “Effects of Force Unit Achievement Test” and “Holistic Argument Scoring Scale” were used as data collection tools. ANCOVA results showed a significant difference in favor of the experimental group. The findings show that ABSL approach positively affects the achievements of the students in the “Effects of Force” unit. With the aim of identifying experimental group students’ quality level of the written argumentation, the student activity reports were examined and in the light of the average of the overall total scores examined, it was concluded that it was of a “medium level” quality. It is possible to say that the quality levels of the students’ written argumentation can be increased. Thus, it can be concluded that the academic achievements of the students will increase with the increase in the quality level of written argumentation. In this context, it is recommended that the ABSL approach should be used at the primary school level and even in teacher training programs of the education faculties.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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