Investigating the Effects of Argumentation, Problem and Laboratory Based Instruction Approaches on pre-service Teachers’ Achievement Concerning the Concept of “acid and Base”

Tüysüz, Cengiz; Demirel, Ozan Emre; Yıldırım, Bilal

doi:10.1016/j.sbspro.2013.10.047

Cited by 7 publications

(1 citation statement)

References 7 publications

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“…The findings of the study revealed that the academic achievement of the experimental group students who were taught the subject of acids-bases through argumentation based science teaching approach was higher in comparison to the achievement of control group students who were taught the same subject through didactic teaching approach. Similarly, Tuysuz, Demirel and Yildirim (2013) searched for the effect of argumentation, problem, and laboratory-based learning methods on the pre-service teachers' achievement in the subject of acid and base. They stated that the argumentation process helped pre-service teachers to learn the concepts more effectively.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills

Ural

Gençoğlan

2019

Int J Env Sci Ed

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Studies show that there are difficulties in learning the subject of acids and bases. For this reason, in the scope of the study, case studies which use daily life context are used to help students to establish the relation between acid-bases and daily life. In the content of the study, it was aimed to provide hands-on learning opportunities with performing experiments in the laboratory. It was thought that argument based science learning supported with authentic case studies would facilitate the students to learn the concepts of acid and base and support the development of their scientific process skills. The study aimed to investigate the effect of argumentation-based science teaching approach on 8th graders' learning of the subject of acids and bases, their attitudes towards science class and their scientific process skills. The sample of the study consisted of 69 8th grade students from two different classes attending Science and Technology Course at a government school. The quasi-experimental research design which is one of the quantitative research designs was used in the content of the study. The experimental group was taught through Argumentation Based Science Learning Approach and the control group was taught through didactic teaching approach. The academic achievement test for the subject of acids and bases, Science Class Attitude Scale and Science Process Skills test were administered as pre-test prior to the application and post test following to the application. The results revealed that the argumentation based science teaching approach was more effective than the didactic teaching approach while learning the subject of acids and bases. The findings displayed that the academic achievement of the students taught with argumentation based approach was higher than the ones taught with didactic teaching approach. The findings of the study displayed that the Argumentation Based Science Learning Effect had no significant effect on students' attitudes towards science class. But the approach had a significant effect on students' science process skills.

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Section: Discussionmentioning

confidence: 99%

The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills

Ural

Gençoğlan

2019

Int J Env Sci Ed

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Preservice elementary science teachers’ argumentation competence: impact of a training programme

2018

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The recent literature has shown the importance of Preservice Elementary Science Teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 hours of class participation plus 8 hours of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs" argumentation competence using Toulmin"s argumentative model. Data collection methods involved two tasks carried out at thebeginning and the end of the programme, i.e., pre-test and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice, especially to the extent to which they mentioned argumentation in their practice portfolios.

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The Effect of Argumentation-supported Problem Based Learning on the Achievements of Science Teacher Candidates Regarding the Subjects of Gases and Acids-Bases

Türk¹,

Kılıç²

2020

BUEFAD

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Important criticisms of classes where problem-based learning (PBL) has been applied as an educational approach include situations in which students only learn part of a subject; in other words, they miss important information and do not learn the subject completely. There is much research in the literature showing that in classes where the argumentation method is applied, the conceptual learning of students develops significantly. In this study, our aim was to investigate whether the missing element in the PBL method could be supplied by supporting the PBL method with argumentation during a class on the topic of acidity/alkalinity and gases. In the research, a non-equivalent (pre-test and post-test) control-group design was used. The research sample was composed of 140 science teacher candidates at three different branches within the context of scientific laboratory applications lessons in the third year at a state university in Turkey. The study was carried out with two experimental groups and one control group. In one of the experimental groups, problem based learning (PBL) was applied (N=44), and, in the other experimental group, argumentation-supported problem based learning (AS-PBL) was applied (N=46. In the control group, a traditional teaching approach (TTA) was carried out. The study was eight weeks in duration (N=50). Data was collected through a) the acids/bases academic achievement test and b) the gases academic achievement test and were analyzed by t-test and ANOVA (analysis of variance). The results revealed that the academic achievement of the students in the experiment group where teaching method AS-PBL was applied regarding acids/bases and gases were higher than the academic achievement of the students in the other experimental group at a significant level. The academic achievement of students in the group where the PBL method was applied was even lower than the academic achievement of students in the control group. This situation was an indication that the starting point of the research was correct. In this study, by completing the missing part of the PBL, the use of argumentation increased achievement.

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Investigating the Effects of Argumentation, Problem and Laboratory Based Instruction Approaches on pre-service Teachers’ Achievement Concerning the Concept of “acid and Base”

Cited by 7 publications

References 7 publications

The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills

The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills

Preservice elementary science teachers’ argumentation competence: impact of a training programme

The Effect of Argumentation-supported Problem Based Learning on the Achievements of Science Teacher Candidates Regarding the Subjects of Gases and Acids-Bases

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