The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills

Uçar, Beyza; Çevik, Yasemin Demiraslan

doi:10.1080/21532974.2020.1815107

Cited by 11 publications

(3 citation statements)

References 84 publications

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“…The study required students to generate and deliver their verbal arguments during the ABI activities and to also showcase their written arguments via argument maps. The argument map can be defined as a tool that facilitates the textual and visual presentation of arguments (Çakan Akka et al, 2018;Sönmez et al, 2020;Uçar, 2018). It offers the convenience of creating, organizing, and reading arguments (Dwyer et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

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An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry

Memiş

Karakuş

2021

Asia Pacific Educ. Rev.

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This mixed-method study aimed to compare the academic achievements of students to their use of argument maps and concept maps in learning environments designed for argument-based instruction (ABI). The study was conducted during the spring term of the academic year 2018-2019 with the students of three sections of grade six instructed by the same teacher at a secondary school in the province of Kastamonu. Before the study began, one of the participating sections was randomly designated as the control group, while the other two were assigned as the experimental group. The control group students undertook research interrogation-based activities during lessons and individually reported activities appropriate for the ABI student template for each activity. The experimental group students handled ABI applications. In addition, one section of the experimental group prepared concept maps, while the other section made argument maps. The 5-week study was accomplished during the instruction of the "sound and its properties" unit of the curriculum. The data were acquired via a pre-and post-administration of the unit-based success test to measure academic success. Further, semi-structured interviews were conducted to ascertain the opinions of students vis-à-vis the pedagogy. The obtained quantitative data were analyzed using the ANCOVA analysis via the SPSS software. The qualitative data collected through semi-structured interviews were examined by the creation of themes, codes, and frequencies. The experimental group using argument maps or concept maps in addition to ABI applications revealed significant outcomes in terms of academic achievements. Further, students expressed the belief that argument and concept maps helped them learn and remember the topic.

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Section: Discussionmentioning

confidence: 99%

“…Argument maps allow students to create a discussion structure by visualizing the inferential links between propositions and conflicts (Davies, 2011). As a tool, the argument map actualizes specified points (Uçar, 2018). Students must envision, reconsider, and evaluate their ideas and reasoning through the argumentation process.…”

Section: Argument Mappingmentioning

confidence: 99%

An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry

Memiş

Karakuş

2021

Asia Pacific Educ. Rev.

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“…Considering that actions are first considered at the anticipation stage, individuals' self-efficacy belief will also affect their knowledge and skills related to argumentation (Bandura, 1994). Uçar and Demiraslan Çevik (2020) reported that since pre-service teachers who participated in their study did not trust themselves in terms of their argumentation skills, the feedback that they gave each other regarding the argumentation map that was developed was not effective in developing their argumentation skills. For this reason, to make teacher candidates' understanding, knowledge and skills related to argumentation more comprehensible, it is also necessary to examine candidates' self-efficacy for argumentation.…”

Section: Self-efficacy For Argumentationmentioning

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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How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

Chen,

Lyu,

2024

Instr Sci

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The Effect of Argument Mapping Supported with Peer Feedback on Pre-Service Teachers' Argumentation Skills

Cited by 11 publications

References 84 publications

An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry

An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry

Development of Self-Efficacy for Argumentation Scale

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

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