Argümantasyon Temelli Sosyobilimsel Konu Öğretiminin 7. Sınıf Öğrencilerinin Argümantasyon Düzeylerine, Karar Verme Becerilerine ve Karar Verme Stillerine Etkisi
Öz
Bu çalışmanın amacı sosyobilimsel konularda argümantasyon temelli etkinliklerin öğrencilerin argümantasyon düzeylerine, karar verme becerilerine ve karar verme stillerine etkisini araştırmaktır. Araştırma yedinci sınıfta öğrenim gören 23 öğrenci ile yapılmıştır. Argüman düzeyini ölçmek için Argümantasyon Değerlendirme Rubriği kullanılmıştır. Öğrencilerin cevapları rubriğe göre puanlanmış ve süreç içinde argüman ögelerini daha rahat kullandıkları, birçoğunun en az bir çürütücü yazabildiği görülmüştür. Karar verme becerilerini ölçmek için Karar Verme Becerisi Değerlendirme Rubriği kullanılmıştır. Öğrencilerin etkinliklere verdiği yanıtlar değerlendirilerek rubriğe göre puanlanmış ve öğrencilerin her iki rubrikten aldıkları puanlar doğrultusunda argüman düzeyleri ve karar verme becerileri arasındaki ilişkiye bakıldığında pozitif yönlü, çok yüksek ve anlamlı bir ilişki olduğu görülmüştür. Öğrencilerin karar verme stillerini belirlemek için Karar Verme Stilleri Ölçeği (KVSÖ) kullanılmıştır. Ölçek ön test ve son test olarak uygulanmış ve argümantasyon etkinliklerinin rasyonel karar verme stili üzerinde olumlu yönde etkiye sahip olduğu görülürken sezgisel ve bağımlı karar verme stillerinin azalması üzerinde olumlu bir etkiye sahip olduğu görülmüştür.
Anahtar Kelimeler
Kaynakça
- Acar, Ö., Türkmen, L. & Roychoudhury, A. (2010). Student difficulties in socio- scientific argumentation and decision-making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32 (9), 1191-1206.
- Aktamış, H. & Hiğde, E. (2017). What is argumentation? In H. Aktamış (Ed.), Argumentation in Science Education with Sample Activities (1st edition, pp. 7-29). Anı Publishing.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Scientific research methods. Pegem Akademi.
- Chirstenson, N. & Chang Rundgren, S-N. (2014). A framework for teachers' assessment of socio-scientific argumentation: an example using the GMO issue, Journal of Biological Education, 49 (2), 1-9.
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
- Çapkınoğlu, E. (2015). Examining the quality of 7th grade students' argumentations on local socioscientific topics and the factors they consider while making decisions. Unpublished doctoral dissertation. Hacettepe University Institute of Educational Sciences, Ankara.
- Driver, R., Newton, P & Osborne, J. (1998). Establishing the norms of scientific argumentation in classrooms. John Wiley & Sons, Inc., 84, 287-312.
- Eggert, S. & Bögeholz, S. (2009). Students' use of decision-making strategies with regard to socioscientific topics: an application of the rasch partial credit model. Wiley Periodicals, Inter Science Education 94, 230- 258.
- Greene, J. C., Caracelli, V. J. & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
- Jimenez-Aleixandre, M. P. & Erduran, S. (2007). Argumentation in science education: an overview. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.) Argumentation in Science Education from Classroom-Based Research (1st ed., pp.3-29). Springer Science+Business Media.
- Kishfe, R. (2012). Nature of science and decision-making. International Journal of Science Education, 34(1), 67-100.
- Kolsto, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific topics. Science Education, 85(3), 291-310.
- Nuangchalerm, P. (2010). Engaging students to perceive nature of science through socioscientific topics-based instruction. European Journal of Social Sciences 13(1), 34-37.
- Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
- Patronis, T. Potari, D. & Spiliotopoulou V. (1999). Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal of Science Education, 21(7), 745-754.
- Ratcliffe, M. & Grace M. (2003). Science education for citizenship teaching socioscientific topics. Open University Press.
- Sadler, T. D. (2004). Informal reasoning regarding socioscientific topics: A critical review of research. Wiley Inter Science, 41(5), 513-536. http://doi: 10.1002/tea.20009
- Sadler, T. D. (2011). Situating socio-scientific topics in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), In Socio- scientific topics in the classroom. Teaching, learning and research. (pp. 1-11). Springer Science+Business Media.
- Sadler, T. & Zeidler D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision-making. Journal of Research in Science Teaching, 42(1), 112-138.
- Scott, S. G. & Bruce, R. A. (1995). Decision making style, the development and of a new measure. Educational and psychology measurement, 55(5), 818- 831.
- Tashakkori, A. & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
- Taşdelen, A. (2002). Decision making styles of teacher candidates according to different psycho social variables. Unpublished doctoral dissertation. Dokuz Eylül University Institute of Educational Sciences, Izmir.
- Topçu, M. S. (2017). Socioscientific topics and teaching. Ankara: Pegem Akademi.
- Topçu, M. S. & Atabey, N. (2017). The effect of field trips with socioscientific subject content on argumentation qualities of elementary school students. Bartın University Journal of Faculty of Education, 6(1), 68-84.
- Torun, F. (2015). The level of relationship between argumentation-based teaching and decision-making skills in social studies course. Unpublished doctoral dissertation. Gazi University Institute of Educational Sciences, Ankara.
- Trend, R. (2009). Commentary: Fostering students' argumentation skills in geoscience education. Journal of Geoscience Education,57(4), 224-232.
- Yalın, F. A. (2021). Decision-making skills in social studies: examining the decision-making skills of seventh grade students. Unpublished doctoral dissertation. Gazi University Institute of Educational Sciences, Ankara.
- Zeidler, D. L. & Nichols, B. H. (2009). Socioscientific Topics: Theory and Practice. Journal of Elementary Science Education, 21(2), 49-58.
- Zeidler, D. L. & Sadler, T. D. (2011). An inclusive view of scientific literacy. In Linder, C., Östman, L., Roberts, D. A., Wickman, P.-O., Ericksen, G., & MacKinnon, A. Exploring the Landscape of Scientific Literacy. (pp. 176- 192). Taylor & Francis.
The Effect of Argumentation-Based Sociobiological Topic Teaching on 7th Grade Students' Argumentation Levels, Decision-Making Skills and Decision-Making Styles
Öz
The aim of this study is to investigate the effects of argumentation-based activities on students' argumentation levels, decision-making skills and decision-making styles in socioscientific topics. The study was conducted with 23 students at the 7th grade. An Argumentation Assessment Rubric was used to measure the level of argumentation. The students' answers were scored according to the rubric, and it was seen that they used argument elements more easily in the process. and most of them were able to write at least one rebuttal. Decision-Making Skills Assessment Rubric was used to measure their decision-making skills. Students' responses to the activities were evaluated and scored according to the rubric, and it was observed that there was a positive and statistically significant relationship between the argument levels and decision-making skills in line with the scores students received from both rubrics. In addition, the Decision-Making Styles Scale (DSS) was used to determine students' decision-making styles. The scale was applied as a pre-test and post-test, and it was seen that argumentation activities had a positive effect on the rational decision-making style of the participants, while they had a negative effect on the reduction of intuitive and dependent decision-making styles.
Anahtar Kelimeler
decision-making skills decision-making styles argument level
Kaynakça
- Acar, Ö., Türkmen, L. & Roychoudhury, A. (2010). Student difficulties in socio- scientific argumentation and decision-making research findings: Crossing the borders of two research lines. International Journal of Science Education, 32 (9), 1191-1206.
- Aktamış, H. & Hiğde, E. (2017). What is argumentation? In H. Aktamış (Ed.), Argumentation in Science Education with Sample Activities (1st edition, pp. 7-29). Anı Publishing.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Scientific research methods. Pegem Akademi.
- Chirstenson, N. & Chang Rundgren, S-N. (2014). A framework for teachers' assessment of socio-scientific argumentation: an example using the GMO issue, Journal of Biological Education, 49 (2), 1-9.
- Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
- Çapkınoğlu, E. (2015). Examining the quality of 7th grade students' argumentations on local socioscientific topics and the factors they consider while making decisions. Unpublished doctoral dissertation. Hacettepe University Institute of Educational Sciences, Ankara.
- Driver, R., Newton, P & Osborne, J. (1998). Establishing the norms of scientific argumentation in classrooms. John Wiley & Sons, Inc., 84, 287-312.
- Eggert, S. & Bögeholz, S. (2009). Students' use of decision-making strategies with regard to socioscientific topics: an application of the rasch partial credit model. Wiley Periodicals, Inter Science Education 94, 230- 258.
- Greene, J. C., Caracelli, V. J. & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
- Jimenez-Aleixandre, M. P. & Erduran, S. (2007). Argumentation in science education: an overview. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.) Argumentation in Science Education from Classroom-Based Research (1st ed., pp.3-29). Springer Science+Business Media.
- Kishfe, R. (2012). Nature of science and decision-making. International Journal of Science Education, 34(1), 67-100.
- Kolsto, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific topics. Science Education, 85(3), 291-310.
- Nuangchalerm, P. (2010). Engaging students to perceive nature of science through socioscientific topics-based instruction. European Journal of Social Sciences 13(1), 34-37.
- Osborne, J., Erduran, S. & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
- Patronis, T. Potari, D. & Spiliotopoulou V. (1999). Students' argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal of Science Education, 21(7), 745-754.
- Ratcliffe, M. & Grace M. (2003). Science education for citizenship teaching socioscientific topics. Open University Press.
- Sadler, T. D. (2004). Informal reasoning regarding socioscientific topics: A critical review of research. Wiley Inter Science, 41(5), 513-536. http://doi: 10.1002/tea.20009
- Sadler, T. D. (2011). Situating socio-scientific topics in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), In Socio- scientific topics in the classroom. Teaching, learning and research. (pp. 1-11). Springer Science+Business Media.
- Sadler, T. & Zeidler D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision-making. Journal of Research in Science Teaching, 42(1), 112-138.
- Scott, S. G. & Bruce, R. A. (1995). Decision making style, the development and of a new measure. Educational and psychology measurement, 55(5), 818- 831.
- Tashakkori, A. & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
- Taşdelen, A. (2002). Decision making styles of teacher candidates according to different psycho social variables. Unpublished doctoral dissertation. Dokuz Eylül University Institute of Educational Sciences, Izmir.
- Topçu, M. S. (2017). Socioscientific topics and teaching. Ankara: Pegem Akademi.
- Topçu, M. S. & Atabey, N. (2017). The effect of field trips with socioscientific subject content on argumentation qualities of elementary school students. Bartın University Journal of Faculty of Education, 6(1), 68-84.
- Torun, F. (2015). The level of relationship between argumentation-based teaching and decision-making skills in social studies course. Unpublished doctoral dissertation. Gazi University Institute of Educational Sciences, Ankara.
- Trend, R. (2009). Commentary: Fostering students' argumentation skills in geoscience education. Journal of Geoscience Education,57(4), 224-232.
- Yalın, F. A. (2021). Decision-making skills in social studies: examining the decision-making skills of seventh grade students. Unpublished doctoral dissertation. Gazi University Institute of Educational Sciences, Ankara.
- Zeidler, D. L. & Nichols, B. H. (2009). Socioscientific Topics: Theory and Practice. Journal of Elementary Science Education, 21(2), 49-58.
- Zeidler, D. L. & Sadler, T. D. (2011). An inclusive view of scientific literacy. In Linder, C., Östman, L., Roberts, D. A., Wickman, P.-O., Ericksen, G., & MacKinnon, A. Exploring the Landscape of Scientific Literacy. (pp. 176- 192). Taylor & Francis.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Fen Bilgisi Eğitimi |
| Bölüm | Makaleler |
| Yazarlar | |
| Erken Görünüm Tarihi | 7 Mayıs 2024 |
| Yayımlanma Tarihi | 15 Mayıs 2024 |
| Gönderilme Tarihi | 12 Şubat 2024 |
| Kabul Tarihi | 26 Nisan 2024 |
| Yayımlandığı Sayı | Yıl 2024 Sayı: 61 |
