Fen Bilgisi Öğretmenlerinin Argümantasyona Yönelik Görüşleri

Namdar, Bahadır; Tuskan, İsmail Barış

doi:10.16986/huje.2017030137

Cited by 12 publications

(19 citation statements)

References 11 publications

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“…In this case, the importance of science teachers' knowledge related to scientific argumentation and the teaching of scientific argumentation comes to the fore (Özdem Yilmaz et al, 2017). Studies conducted in this direction reveal the deficiency of teachers' knowledge related to the components of argumentation or the inadequacy of their teaching skills required to initiate, sustain and complete an argument (Aydoğdu & Buldur, 2013;Hiğde & Aktamış, 2017;Namdar & Tuskan, 2018;Sampson & Blanchard, 2012). Similarly, studies conducted with pre-service teachers are such as to support this finding: there are not only deficiencies in candidates' argument knowledge (Hiğde & Aktamış, 2017), but they also experience problems in classroom management while planning for scientific argumentation and during implementation of scientific argumentation (Aydeniz & Özdilek, 2016).…”

Section: Scientific Argumentation In Science Educationmentioning

confidence: 99%

Development of Self-Efficacy for Argumentation Scale

Kıran¹,

Feyzioğlu²

2021

Kuramsal Eğitimbilim

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The aim of the study is to develop a "Self-Efficacy Scale for Argumentation" (SEAS). The participants of the study consisted of 879 pre-service elementary teachers. In order to examine construct validity of SEAS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. The initial solution of the EFA results revealed that three-factor structure consisting of 24 items called "Effort", "Confidence" and "Determination" for argumentation was obtained. Since the factor-item correlations were not significant for the "Determination" scale (p>.05), the two-factor structure consisting of the "Effort" and "Confidence" for argumentation was validated by the repeated CFA. The accepted fit indices for the repeated CFA results were X 2 /sd=2.62; p<.001; RMSEA=.07; S-RMR=.05; NFI=.86; CFI=.91; GFI=.87. The moderate and significant correlation coefficients between the scores of the SEAS with the scale of "Inquiry Learning Skills Perception in Science" (Taşkoyan, 2008) proved the criterion validity of the SEAS. The test-retest reliability of the SEAS was found to be moderate and significant. The internal consistency of SEAS is .93. Finally, a significant difference between the upper and lower groups means that the item discrimination of the SEAS is high.

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Section: Scientific Argumentation In Science Educationmentioning

confidence: 99%

Development of Self-Efficacy for Argumentation Scale

Kıran¹,

Feyzioğlu²

2021

Kuramsal Eğitimbilim

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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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“…In addition to these, there are studies that focused on the perceptions , experiences (Bell & Linn, 2000;Driver, Newton & Osborne, 2000;Garcia-Mila & Andersen, 2008;Jimenez-Aleixandre, Rodriguez & Duschl, 2000;Kuhn, Black, Keselman & Kaplan, 2000;Sandoval, 2003;Sandoval & Millwood, 2005), views of students, teachers, and pre-service teachers (Aktamış & Atmaca, 2016;Hiğde & Aktamış, 2017;Namdar & Tuskan, 2018) regarding argumentation. Hiğde and Aktamış (2017) reported that thanks to argumentation, pre-service teachers could express their ideas, ensuring permanent and effective learning and encouraging them to do research and inquiries in spite of time constraints.…”

Section: Literature About Argumentationmentioning

confidence: 99%

Secondary School Students’ Initial and Changes in Cognitive Structures of Argument and Related Concepts

Yildirir

2020

IJRES

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The purpose of this study was to determine the state of secondary school students’ cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest–posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students’ cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related concepts indicated changes in the right way.

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Fen Bilgisi Öğretmenlerinin Argümantasyona Yönelik Görüşleri

Cited by 12 publications

References 11 publications

Development of Self-Efficacy for Argumentation Scale

Development of Self-Efficacy for Argumentation Scale

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

Secondary School Students’ Initial and Changes in Cognitive Structures of Argument and Related Concepts

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