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Journals / Kuramsal Eğitimbilim Dergisi / 2026 / Cilt: 18 Sayı: 2

Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels

Fen Eğitiminde Argümantasyona Dayalı Rehber Materyal Geliştirilmesi ve Öğrencilerin Argüman Seviyelerinin İncelenmesi

Feyza Türk(AliRıza Yılmaz Secondary School)0000-0002-8048-7917
Nagihan Yıldırım(RECEP TAYYİP ERDOĞAN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2516-4656
Pages
367–384
Publication Date
2025-04-25
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The developed materials had a positive effect on students' conceptual learning.

📌 3 Key Takeaways

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Objective & Hypothesis:This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning (ABSL) approach for concepts in the 6th grade unit "Sound and Its Properties" and to examine students' argumentation levels and conceptual understanding.
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Key Findings & Data:A rubric developed by Erduran et al. (2004) was used to address one of the sub-research questions of the study to determine students' level of argumentation.
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Conclusion & Impact:The developed materials had a positive effect on students' conceptual learning.
🔬Design:Araştırma Makalesi
📍Scope:2004 Verileri
⚙️Variables:argüman seviyesi · rehber materyal · ses ve özellikleri

Abstract

This study used a case study, one of the qualitative research methods, with the aim of developing guidance materials based on the argumentation-based science learning (ABSL) approach for concepts in the 6th grade unit "Sound and Its Properties" and to examine students' argumentation levels and conceptual understanding. The activity sheets completed by the students before and during the implementation process and the semi-structured interviews conducted after the implementation process were used as data collection instruments. A rubric developed by Erduran et al. (2004) was used to address one of the sub-research questions of the study to determine students' level of argumentation. The semi-structured interview data were subjected to descriptive analysis. Responses to conceptual questions were coded as correct, partially correct, incorrect or blank. These categorizations were then summarized in tables, including representative student statements. The results of this study indicate that the students' level of argumentation during the first activities was initially at level 1. As the activities progressed, there was an increase in the number of level 2 arguments, with some activities reaching level 3. However, no level 4 or 5 arguments were produced. The developed materials had a positive effect on students' conceptual learning.

Özet

Bu çalışmada, 6. sınıf “Ses ve Özellikleri” ünitesinde yer alan kavramlara yönelik argümantasyon tabanlı bilim öğrenme (ATBÖ) yaklaşımına dayalı öğretim materyalleri geliştirmek ve öğrencilerin argümantasyon düzeyleri ile kavramsal anlamalarını incelemek amacıyla nitel araştırma yaklaşımlarından durum çalışması kullanılmıştır. Veri toplama aracı olarak öğrencilerin uygulama öncesinde ve uygulama sürecinde doldurdukları etkinlik kâğıtları ve uygulama sonrasında yapılan yarı yapılandırılmış mülakat kullanılmıştır. Öğrencilerin argümantasyon düzeylerini belirlemek için Erduran ve diğerleri (2004) tarafından geliştirilen bir rubrik kullanılmıştır. Yarı yapılandırılmış mülakat verileri betimsel analize tabi tutulmuştur. Kavramla ilgili sorulara verilen yanıtlar doğru, kısmen doğru, yanlış ya da boş olarak kodlanmıştır. Bu kategoriler ve frekans dağılımları örnek öğrenci ifadeleri ile tablolaştırılmıştır. Çalışmanın sonuçları, ilk etkinlikler sırasında öğrencilerin argümantasyon seviyesinin başlangıçta 1. seviyede olduğunu göstermektedir. Etkinlikler ilerledikçe 2. seviye argümanların sayısında artış olmuş, bazı etkinliklerde 3. seviye örneklerine de rastlanmıştır. Ancak 4. veya 5. seviye argüman üretilmemiştir. Geliştirilen materyallerin öğrencilerin kavramsal öğrenmeleri üzerinde olumlu bir etkisi olmuştur.

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Cite This Article

Türk, F., Yıldırım, N. (2025). Development of Argumentation-Based Guidance Materials in Science Education and Analysis of Students’ Argumentation Levels. Kuramsal Eğitimbilim Dergisi, Cilt: 18 Sayı: 2, 367–384. https://doi.org/10.30831/akukeg.1569991

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