Determination of Students' Argument Levels in Argumentation-Based Social Studies Course

Torun, Fatma

doi:10.15390/eb.2016.6322

Cited by 20 publications

(17 citation statements)

References 22 publications

(28 reference statements)

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“…Six argumentation activities were developed in accordance with the Toulmin Model of Argu- Table 3. Argumentation Assessment Rubric (Torun & Şahin, 2016) ArgumentationLevel Score Argumentation Content (Criterion) mentation and named "1 st week, 2 nd week" were analyzed according to the "Argumentation Assessment Rubric" which was developed by Torun and Şahin (2016) and the obtained results from the analyses are presented in Table 4. When the findings about the first sub-problem of the research are examined, the arguments of students improved through argumentation-based learning.…”

Section: Resultsmentioning

confidence: 99%

“…Today, the argumentation-based learning method is preferred in the fields of social studies and science; however, studies and projects about this learning approach mainly focus on the field of science (Antilia, 2012;Butt, 2010;Chin & Osborne, 2010;Crowell & Kuhn, 2012;Dus-chl & Osborne, 2002;Hudson, 2010;Sadler & Fowler, 2006;Simon, Erduran, & Osborne, 2006;Thielemier, 2013;Zohar & Nemet, 2002). Studies about argumentation-based learning in social studies have begun to gain momentum in recent years (Akbaş & Çetin, 2018;Demir & Oğuz-Haçat, 2017;Larson, Britt, & Kurby, 2009;Mirza & Perret-Clermont, 2009;Nussbaum, 2002;Swartz, 2008;Torun & Şahin, 2016;Wissinger, 2012;Yazıcıoğlu, 2017). The tendencies of these studies are mainly about the argumentation process, the students' level of producing argumentation, decision-making, and problem-solving skills.…”

Section: Aim and Importance Of The Researchmentioning

confidence: 99%

“…Six worksheets were prepared by the researcher in accordance with the acquisitions included in the "People, Places and Environments" unit in order to reveal the argumentation development levels of students who are in the fourth grade. Before the development of the worksheets, studies about how worksheets can be used in the social studies course are prepared (Torun & Şahin, 2016;Kardaş, 2013) were examined by the researcher and research was completed about why worksheets are important in teaching. The researcher also reviewed worksheets that were pre-prepared and used in the lessons.…”

Section: Workheetsmentioning

confidence: 99%

“…For the analysis of qualitative data, first, the activities students performed were examined while analyzing the arguments that were created by the students and they were analyzed according to the "Argumentation Assessment Rubric" which was developed by Torun and Şahin (2016). This rubric developed by Torun and Şahin (2016) is a modified version of the "Argumentation Assessment Scale" prepared by Toulmin (1958) and adapted to Turkish by Erduran, Simon and Osbourne (2004). Activities that were applied on the basis of this rubric (Table 3) were evaluated in terms of including the elements included in the Toulmin model of argumentation.…”

Section: Analysis Of the Datamentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Aim and Importance Of The Researchmentioning

confidence: 99%

Section: Workheetsmentioning

confidence: 99%

Section: Analysis Of the Datamentioning

confidence: 99%

See 2 more Smart Citations

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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“…The need to study the argumentative skills both in higher and secondary schools (Mitchell & Andrews, 2000;Costello & Mitchell, 1995) and in early childhood (Costello, 2000) is addressed as well. There have been discussions on the choice of subjects where secondary school teachers should teach their students the skills of argumentation (Torun & Şahin, 2016;Namdar & Tuskan, 2018). Also, there are opinions about the need to teach the theory and methodology of the formation of argumentation skills while training secondary education teachers (Volkova, 2010;Bërveniku, 2017).…”

Section: The Concept Of Teaching Pedagogy Of Argumentationmentioning

confidence: 99%

Pedagogy of Argumentation: Teaching the Skills of Argumentation to Older Teens

Moskalyova

Maksymov

Gurov

et al. 2020

TAKSAD

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The article deals with the problem of training future teachers to teach older teens the ability of argumentation as an intellectual and communicative activity. The authors analyze the specifics of the training of future teachers in higher education institutions; the process of formation of the competence of teaching the ability of argumentation; the development of pedagogy of argumentation in higher education institutions. The current stage of the education system development requires improving the level of teachers' training. The problem of professional competence of future teachers who acquire the method of teaching students the ability of argument is relevant. At the same time, there is a need to develop a special professional quality of the future teacher-to be able to defend their own point of view, to formulate theses, to effectively build a system of arguments during communication. So, the issue has a complex character-university students should be taught pedagogical argumentation, they should be equipped with the corresponding technique in order their future pupils gain an opportunity to realize successfully the structure of argumentation both in written and spoken communication. The purpose of the article is to determine the features of teaching methods used at secondary school when forming pupils' ability of argumentation. This paper aims to identify the main approaches to teaching argumentation, to find out the level of future teachers' readiness to teach students the ability of argumentation, to develop an experimental method of teaching pedagogy of argumentation and check its results. We conducted an experimental study with 44 students of the Bogdan Khmelnitsky Melitopol state pedagogical university and State Higher Educational Institution Krivoy Rog State Pedagogical University in Ukraine for two years (2018-2019). We divided students into control and experimental groups and provide an extensive education to the control group. The results suggest that the control group's argumentation skills increased significantly. In drawing conclusions, we note that the proficiency of the teaching methods of older adolescents affects the professional and a future teacher's personal qualities.

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The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

Akbaş¹

2021

IJPES

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As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

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Determination of Students' Argument Levels in Argumentation-Based Social Studies Course

Cited by 20 publications

References 22 publications

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

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

Pedagogy of Argumentation: Teaching the Skills of Argumentation to Older Teens

The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

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