A Thematic Review of Argumentation Studies at The K-8 Level

Bağ, Hasan; Çalık, Muammer

doi:10.15390/eb.2017.6845

Cited by 46 publications

(30 citation statements)

References 19 publications

(20 reference statements)

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“…For example, pre-service teachers tended to use peer discussion and/or student-teacher discourse to search the correct dialogues at the concept cartoons. This means that the concept cartoons seem to have developed their argumentation skills, which is a pre-request for science literacy (i.e., Bağ & Çalık, 2017;Çapkınoğlu & Yılmaz, 2018;Torres & Cristancho, 2018).…”

Section: Discussionmentioning

confidence: 99%

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Atasoy

Toksoy

Çalık

2020

JBSE

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Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

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Section: Discussionmentioning

confidence: 99%

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Atasoy

Toksoy

Çalık

2020

JBSE

Self Cite

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“…This means that the students seem to have paid more attention to their observations posed by animated movie and/or student worksheets and/or inquiry-based learning (Çalık, Kolomuç & Karagölge, 2010;Ültay & Çalık, 2016). In other words, this may stem from a lack of argumentation skills transferring observations to explanations/inferences (Bağ & Çalık, 2017;Ültay & Çalık, 2016). Inserting an explicit 'discuss' stage into the POE strategy might afford them to yield a dialogic link between the 'observe' and 'explain' stages (Çalık & Cobern, 2017;Kearney, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Future study may be undertaken to test the extent to which the explicit or implicit use of the historical order of the acid-base models influences their conceptual understanding. Moreover, a balance between macroscopic and submicroscopic levels and between theoretical (i.e., acid-base models) and practical knowledge (e.g., POE and animated videos) (named dual-situated learning) (Bağ & Çalık, 2017;Bakırcı, Çalık & Çepni, 2017;Çalık, Ayas & Coll, 2009) calls for further studies concentrating on the interlinks amongst the macroscopic, sub-microscopic and symbolic levels. To accomplish better conceptual understanding, future studies should initially probe students' pre-existing knowledge/alternative conceptions and then involve them into a teaching intervention or guide materials (Çalık, Ayas & Coll, 2009;Karslı & Çalık, 2012).…”

Section: Discussionmentioning

confidence: 99%

Facilitating grade 11 students' conceptual understanding of fundamental acid-base models

Yaman

Ayas

Çalık

2019

Turkish Journal of Education

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The purpose of this study was to enhance grade 11 students' conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students' responses to the POE-AM tasks and interview protocols were used. The findings indicated that the POE-AM tasks positively improved the students' conceptual understanding of fundamental acid-base models and remedied any deficiency identified in pre-interviews and/or the 'predict' stage of the POE strategy. The results also showed that before implementation the students stated the main parts of acids and bases as H + and OHions, respectively. After the implementation, they indicated that the Arrhenius model had the least adequate explanation to imply features/behaviors of acids and bases whilst the Lewis model did the most adequate acid-base definition to address their features/behaviors. Moreover, the study revealed that most of the students had alternative understanding or only partial understanding at the 'predict', but showed somewhat a sound understanding of these concepts at the 'observe' and 'explain' stages. The current study suggests that chemistry teachers should integrate the POE-AM into their classes to effectively promote student learning.

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“…Nitel araştırmaların nicel araştırmalara göre daha az tercih edilmesi literatürde nitel araştırmaların daha fazla zaman alması, alanda yetkinlik gerektirmesi, örneklem seçiminden kaynaklanan vb. farklı iş yükleri getirmesi gibi sebeplerle açıklanmaktadır (Arık ve Türkmen, 2009;Bağ ve Çalık, 2017;Ozan ve Köse;. Araştırma deseni olarak karma yöntem kullanılan çalışmalara az rastlanması ise bu desenin farklı ölçme araçlarını kullanmayı gerektirmesi ve birlikte gerektirdiği iş yükü dolayısıyla fazla tercih edilmemesinden kaynaklanabilir (Bağ ve Çalık, 2017;Doğan ve Tok;2018 (Arık ve Türkmen, 2009;Karadağ, 2009;Fazlıoğulları ve Kurul, 2012;Hranstinski ve Keller, 2007).…”

Section: Bulgularunclassified

“…Çalışmalarda kullanılan veri toplama araçları incelendiğinde çalışmaların büyük bir çoğunluğunda ölçme aracı olarak başarı testleri, yeterlik testleri gibi testlerin kullanıldığı görülmüştür. Bu durumun nicel desenlenmiş deneysel çalışmalarda başarı testlerinin diğer ölçme araçlarına kıyasla uygulanmasının tercih edilmesine ve kısa zamanda çok sayıda veri toplamaya imkân vermesinden kaynaklandığı söylenebilir(Bağ ve Çalık, 2017; Şimşek ve diğ., 2009). İlgili çalışmalarda istatistiksel yöntemlerin betimsel yöntemlerine göre daha fazla kullanıldığı görülmektedir.…”

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A Content Analysis of the Studies about Data and Probability Learning Areas

Tosun

Ünal

2019

Ege Eğitim Dergisi

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Öz Anahtar SözcüklerBu araştırmada; Matematik Dersi Öğretim Programı yer alan veri işleme ve olasılık öğrenme alanlarına yönelik alan yazında yer alan araştırma eğilimlerini incelemek amaçlanmıştır. Bu amaçla Türkiye'de yapılan ortaokul düzeyinde 34 bilimsel makale, 24 yüksek lisans ve 3 doktora tezi olmak üzere toplam 61 çalışma taranıp içerik analizi yapılmıştır. İlgili çalışmalara ulaşabilmek için; olasılık, veri işleme, grafik kavramları ile istatistiksel düşünme ve istatistiksel okuryazarlık kavramları çerçevesinde tarama yapılmıştır. Araştırmanın bulguları anahtar kelimeler, araştırma yöntemleri, araştırma desenleri, örneklem büyüklüğü, veri toplama araçları, veri analiz yöntemleri ve araştırmaların amaç ve sonuçlarını kapsayacak şekilde temalara ayrılmıştır. Veriler, yüzde ve frekansa dayalı olarak yorumlanmış, bulgular tablolarla sunulmuştur. Elde edilen bulgulara dayanarak, yapılan araştırmaların çoğunluğunun Veri ve Olasılık öğrenme alanlarında kullanılabilecek öğretim yöntemlerinin etkililiğini araştırmak amacıyla yapıldığı; yöntem olarak çoğunlukla nicel araştırma yöntemlerinin, desen olarak ise deneysel desenlerin kullanıldığı; verilerin ise en çok başarı testleri aracılığıyla elde edildiği tespit edilmiştir. Araştırmaların sonuçları incelendiğinde en çok işbirlikli öğrenme yönteminin etkili olduğu, yaşanılan zorluklar incelendiğinde ise en çok çizgi grafiği konusunda zorlanıldığı sonucu elde edilmiştir. Abstract KeywordsThis study aims to investigate research trends in the literature on Data Processing and Probability learning areas in the Mathematics Curriculum. To this end, a total of 61 studies performed at elementary school level (5-8th grades) in Turkey, including 34 papers, 24 theses and 3 dissertations were reviewed and subjected to content analysis. To reach relevant studies, the literature was reviewed within the concepts of probability, data processing, graphics and statistical thinking/literacy. The findings were categorized into themes including keywords, methods, designs, sample sizes, instruments, data analysis methods and objectives and results of the research. The data was interpreted based on percentage and frequency, and the findings were presented in tables. Based on the findings obtained, it was determined that most of the studies have been performed to examine the effectiveness of teaching methods suitable of being used in Data and Probability. It was also found that the most commonly used methods are quantitative methods and the most commonly used designs are experimental designs, and that the data have been obtained mostly through achievement tests. When the results of the studies have been examined, it was concluded that the most effective learning method is cooperative learning, and that the biggest challenge is related to line chart. Data processing Probability Statistics Content analysisArticle Info

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A Thematic Review of Argumentation Studies at The K-8 Level

Cited by 46 publications

References 19 publications

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Identifying Pre-Service Teachers’ Initial Impressions of the Concept Cartoons in the School Corridors and Informal Physics Learning

Facilitating grade 11 students' conceptual understanding of fundamental acid-base models

A Content Analysis of the Studies about Data and Probability Learning Areas

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