Publication: Argümana Dayalı Sorgulama Öğretiminin 7. Sınıf Öğrencilerinin Akademik Başarılarına ve Argümantasyon Seviyelerine Etkisi
Abstract
“Kuvvet ve Enerji” ünitesinin öğretiminde argümana dayalı sorgulama yönteminin 7. sınıföğrencilerinin akademik başarılarına, argümantasyon seviyelerine ve tartışmaya katılma isteklerineetkisini incelemek amacıyla gerçekleştirilen çalışmada yarı deneysel desen kullanılmıştır. Örneklemamaçlı örnekleme yöntemi kullanılarak belirlenmiş olup İstanbul ili Gaziosmanpaşa ilçesindeki birortaokulun yedinci sınıf şubeleri arasından iki şube deney grubu (27 kişi) ve kontrol grubu (28 kişi)olarak seçilmiştir. Dersler, deney grubunda argümana dayalı sorgulama öğretim modeline uygunhazırlanan modüller çerçevesindeki etkinlikler kullanılarak, kontrol grubunda ise geleneksel laboratuvaryöntemi doğrultusunda hazırlanan deney föyleri kullanılarak işlenmiştir. Nicel veriler; Tartışmacı Anketi(TA) ile araştırmacı tarafından hazırlanan Başarı Testinin (BT) deneysel işlem öncesinde ön-test vedeneysel işlem sonrasında son-test olarak uygulanmasıyla toplanırken nitel veriler öğrencilerin yaptıklarıher deney sonrası bireysel olarak yazdıkları raporlardan uygulama başında, ortasında ve sonundayazılanların Erduran, Simon ve Osborne (2004) tarafından geliştirilen argümantasyon seviyeleri modelinegöre analiz edilmesiyle elde edilmiştir. Verilerinin analizi için bağımsız örneklemler t-testi ve bağımlıörneklemler t-testi yapılmıştır. Bireysel öğrenci raporları öncelikle Argümantasyon Seviyeleri Modeli ileanaliz edilmiş, daha sonra t-testi uygulanmıştır. Araştırmanın sonucunda “Argüman Dayalı Sorgulama”yöntemini temel alan laboratuvar eğitiminin geleneksel yönteme göre, Fen Bilimleri dersinde öğrencilerinakademik başarılarını ve argümantasyon seviyelerini arttırmada, geleneksel yönteme göre daha etkiliolduğu ancak öğrencilerin tartışmaya yönelik eğilimlerinde ise bir değişim meydana getirmediği tespitedilmiştir.
The objective of this study is to investigate the impact of argument driven inquiry method on academic performance, argumentation levels and eagerness to take part in an argumentation of 7th grade students in the teaching of “Force and Energy” unit. In this study pre-test-post-test and experimentalcontrol group research design were used and a class (of 27) was selected as experimental group and another class (of 28) as control group among 7th grade classes of a secondary school in Gaziosmanpaşa district of İstanbul through the purposive sampling method. Courses were worked out in the experimental group through activities within the framework of modules designed according to argument driven inquiry model and by using experiment worksheets developed in line with traditional laboratory method in the control group. While quantitative data were collected by means of “Argumentative Survey” (AS) and “Achievement Test” (AT) prepared by researchers, qualitative data were obtained from individual reports of students concerning the implementation process. Data analysis was based on independent samples ttest and paired sample t-test. Reports by individual students were first analysed through argumentationlevel model, and then necessary comparisons were made with t-test. At the end, it was observed that laboratory education through “Argument Driven Inquiry” was effective in uplifting students’ academic performance and argumentation levels in science and technology courses relative to traditional methods, but brought no change in student tendency for argumentation.
The objective of this study is to investigate the impact of argument driven inquiry method on academic performance, argumentation levels and eagerness to take part in an argumentation of 7th grade students in the teaching of “Force and Energy” unit. In this study pre-test-post-test and experimentalcontrol group research design were used and a class (of 27) was selected as experimental group and another class (of 28) as control group among 7th grade classes of a secondary school in Gaziosmanpaşa district of İstanbul through the purposive sampling method. Courses were worked out in the experimental group through activities within the framework of modules designed according to argument driven inquiry model and by using experiment worksheets developed in line with traditional laboratory method in the control group. While quantitative data were collected by means of “Argumentative Survey” (AS) and “Achievement Test” (AT) prepared by researchers, qualitative data were obtained from individual reports of students concerning the implementation process. Data analysis was based on independent samples ttest and paired sample t-test. Reports by individual students were first analysed through argumentationlevel model, and then necessary comparisons were made with t-test. At the end, it was observed that laboratory education through “Argument Driven Inquiry” was effective in uplifting students’ academic performance and argumentation levels in science and technology courses relative to traditional methods, but brought no change in student tendency for argumentation.