2007-2012 Yillari Arasinda Bi̇li̇msel Tartişma Üzeri̇ne Gerçekleşti̇ri̇lmi̇ş Açik Eri̇şi̇m Araştirmalarin Bi̇r İncelemesi̇

Küçük, Hilal; Aycan, Hediye Şule

doi:10.21666/mskuefd.05345

Cited by 10 publications

(15 citation statements)

References 26 publications

(23 reference statements)

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“…However, it is stated in the study of Küçük and Aycan (2014) which compiled all the quantitative, qualitative and mixed studies done on argumentation in Turkey that the bulk of studies were carried out at college level. This finding seems to be in contradiction with the findings of previous research.…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of the argumentation method: A meta-analysis

2015

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In this age of rapidly developing science and technology and with all the ease of access to information regardless of time and location, it is an indispensable component of every country's educational policy to educate individuals who can think, defend their ideas and make innovations. The purpose of this research is to determine the effect of the argumentation method on the students' academic achievement. To achieve this purposes, Meta-analysis, also known as the analysis of other analyses, is employed in this study. All the experimental studies in Turkey have been reviewed and examined by means of national and international electronic database searching for this research, and 25 of them have been found to meet our criteria so that we could examine them through meta-analysis. As a result of these analyses, calculated effect size is found to be large. Consequently, the argumentation method has been determined to have a significantly positive effect on the academic achievement (ES=0,997; p<0,05). Considering the population of Turkey, this result indicates that the argumentation method proves itself to be more effective on students' academic achievement than the traditional education.

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Section: Discussionmentioning

confidence: 99%

“…In the examination made by Küçük and Aycan (2014), science courses are found to be the primary focus of studies, too.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the argumentation method: A meta-analysis

2015

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“…and "Why?". The argumentation process is regarded to start with these questions because individuals who seek answers to these questions begin to produce arguments and become involved in argumentation environments (Küçük & Aycan, 2014). Therefore, students can apply decision-making methods by asking questions, revealing their evidence and comparing the claims that they created within a scientific framework (Yeşildağ-Hasançebi & Günel, 2013).…”

Section: Argumentation-based Learningmentioning

confidence: 99%

The Effect of Argumentation-Based Social Studies Teaching on Academic Achievement, Attitude and Critical Thinking Tendencies of Students

Yilmaz-Özcan¹,

Tabak²

2019

iejee

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Argumentation-based learning is important for individuals to gain a place in social life, to adapt themselves to social life, to solve the problems they encounter and to use critical and scientific approaches. At this point, it is considered that students should be supported to solve problems efficiently, to establish a cause-effect relationship and to research the scientific background of a problem by implementing argumentation-based learning in social studies course. Therefore, the aim of this research was determined as to reveal the effect of argumentation-based learning in the fourth-grade social studies course on the academic achievement, attitude and critical thinking tendencies of students. The study group of the research consisted of 51 fourth-grade students. This research included the embedded design from the mixed method designs. In the research, subject area achievement test, attitude towards the social studies course scale and UF/EMI Critical Thinking Tendency Scale and six activities that were developed in accordance with the argumentation-based learning approach were used as data collection tools. As a result of the research, it was determined that in social studies course with implementation of argumentation-based learning, the levels and qualities of the arguments that were developed by the students showed an increase throughout the research. Furthermore, it was concluded that with argumentation-based learning in social studies courses, positive developments were observed for academic achievement, attitude towards the social studies course and critical thinking tendencies of students.• Rebuttal: The element that shows the asserted arguments to be invalid.• Model Qualifiers: Situations in which the explained arguments would lose their validity.

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“…Zincir diyaloglar interaktif/ diyaloglu bir iletişim yaklaşımı olup (Ayas & Sözbilir, 2015) sınıflarda çok az görülmekle birlikte genellikle öğrencilerin grup içinde öğretmenin verdiği soruları çözme sürecinde görülmektedir (Lemke, 1990). Nitekim bilimsel tartışmada/argümantasyonda kişiler eldeki veriler ve deliller üzerine fikir alış verişi yaptıkları (Küçük & Aycan, 2014) için tartışmaların bu noktada başladığı ve zincir diyalog şeklinde devam ettiği söylenebilir. Araştırma kapsamındaki tartışmalarda bu diyalog türü, zaman zaman karşılıklı tartışmaların uzamasından, öğrenciler arasındaki bireysel gerilimden, çıkar çatışmalarından veya tarafların birbirini anlama çabalarından kaynaklandığı düşünülmektedir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

“…Sunum yapan öğrencilerin daha fazla kanıt sunmaları, katılımcı öğrencilerin iddianın detaylandırılmasını istemeleriyle ve daha fazla kanıt talep etmeleriyle açıklanabilir. Çünkü kişi ortaya bir iddia attığında kendisine yöneltilen sorulara karşılık vermek için çeşitli argümanlar sunarak bilimsel tartışma sürecine dâhil olmaktadır (Küçük & Aycan, 2014). Benzer şekilde Choi ve arkadaşlarının (2014) araştırmasında argümanını sunan öğrencilerin konuşmalarında üçüncü sırada meydan okumalara karşı yapılan açıklama ve savunmalar yer almıştır.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

An Investigation of University Students’ Discussion Process in Argumentation Based Inquiry Approach

Baydaş

Yeşildağ-Hasançebi

Kilis

2018

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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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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2007-2012 Yillari Arasinda Bi̇li̇msel Tartişma Üzeri̇ne Gerçekleşti̇ri̇lmi̇ş Açik Eri̇şi̇m Araştirmalarin Bi̇r İncelemesi̇

Abstract: Özet

Cited by 10 publications

References 26 publications

Effectiveness of the argumentation method: A meta-analysis

Effectiveness of the argumentation method: A meta-analysis

The Effect of Argumentation-Based Social Studies Teaching on Academic Achievement, Attitude and Critical Thinking Tendencies of Students

An Investigation of University Students’ Discussion Process in Argumentation Based Inquiry Approach

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