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Journals / Turkish Online Journal of Qualitative Inquiry / 2026 / Cilt: 10 Sayı: 1

Development of Argumentation Skills through Socioscientific Issues in Science Course: A Collaborative Action Research

Fen Bilimleri Dersinde Sosyobilimsel Konularla Argümantasyon Becerisi Geliştirilmesi: Bir İşbirlikçi Eylem Araştırması

Ayşe Öztürk(GAZİANTEP ÜNİVERSİTESİ)0000-0001-9279-1716
Ahmet Doğanay(ÇUKUROVA ÜNİVERSİTESİ)0000-0002-8482-225X
Pages
52–89
Publication Date
2019-01-30
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AI Summary & Key Takeaways

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

The study results showed that at the end of the implementation, all students were able to create arguments that were comprised of components of claim, warrant, evidence, counter claim-warrantand rebuttal.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was designed as a collaborative action research, aimed to develop secondary school 8th graders' argumentation skills through socioscientific issues (SSI) in science course.
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Key Findings & Data:The participants of the research were comprised of 26 eight graders.
💡
Conclusion & Impact:The study results showed that at the end of the implementation, all students were able to create arguments that were comprised of components of claim, warrant, evidence, counter claim-warrantand rebuttal.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Nitel araştırma · İşbirlikçi eylem araştırması · Fen eğitimi

Abstract

This study was designed as a collaborative action research, aimed to develop secondary school 8th graders' argumentation skills through socioscientific issues (SSI) in science course. The participants of the research were comprised of 26 eight graders. In the study, an action plan which had lasted 27 weeks was implemented. The data was collected by means of written documents related to the argumentation skills, unstructured observations, teacher and student diaries. The data was analyzed using content analysis. The study results showed that at the end of the implementation, all students were able to create arguments that were comprised of components of claim, warrant, evidence, counter claim-warrantand rebuttal. Also, in the process of development of argumentation skills, some problems both related to the components of argumentation skills and learning-teaching variables were observed. Thisresearch is significant in terms of presenting information regarding regulations to be made for the development of argumentation skills through SSI in science course and problems that may be encountered in this process, forimplementation processof collaborative action research.

Özet

Sosyobilimsel konularla fen bilimleri derslerinde ortaokul sekizinci sınıf öğrencilerinde argümantasyon becerisi geliştirilmesinin amaçlandığı bu çalışma işbirlikçi eylem araştırması olarak desenlenmiştir. Araştırmanın çalışma grubunu, 26 sekizinci sınıf öğrencisi oluşturmuştur. Araştırmada, 27 hafta uygulama gerçekleştirilmiştir. Veriler argümantasyon becerisine ilişkin yazılı dokümanlar, yapılandırılmamış gözlem, öğretmen ve öğrenci günlükleri ile toplanmıştır. Araştırma verileri içerik analizi yapılarak çözümlenmiştir. Araştırma sonuçları, uygulama sonunda öğrencilerin tamamının iddia, gerekçe, kanıt, karşı iddia ve gerekçe ile çürütücü bileşenlerinden oluşan argümanlar üretebildiklerini göstermiştir. Ayrıca, argümantasyon becerisi gelişimi sürecinde argümantasyon becerisi bileşenleriyle ve öğretme-öğrenme süreci değişkenleriyle ilgili çeşitli problemler saptanmıştır. Araştırma, sosyobilimsel konularla argümantasyon becerisi gelişimi için yapılacak düzenlemeler ve süreçte karşılaşılabilecek problemlerle ilgili bilgiler sunması, işbirlikçi eylem araştırmasının uygulama süreci hakkında bilgi vermesi açısından önem taşımaktadır .

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Cite This Article

Öztürk, A., Doğanay, A. (2019). Development of Argumentation Skills through Socioscientific Issues in Science Course: A Collaborative Action Research. Turkish Online Journal of Qualitative Inquiry, Cilt: 10 Sayı: 1, 52–89. https://doi.org/10.17569/tojqi.453426

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