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Journals / Ege Eğitim Dergisi / 2015 / Cilt: 16 - Sayı: 2

Effects of Laboratory Activities through the Argumentation Based Inquiry Approach on Students’ Achievement

Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımına Dayalı Laboratuvar Etkinliklerinin Öğrencilerinin Akademik Başarılarına Etkisi

Cüneyt ULU
Hale BAYRAM
Pages
316–343
Publication Date
2015-12-31
DOI
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AI Summary & Key Takeaways

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

After the implementation there was a significant difference between the experimental and the control groups in favor of the experimental group in terms of achievement.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study is to explore the effects of laboratory activities through the Argumentation Based Inquiry (ABI) approach (adopted from the Science Writing Heuristic - SWH approach) on achievement.
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Key Findings & Data:ABI approach which is an inquiry based approach was constructed Keys, Hand, Prain and Collins (1999).
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Conclusion & Impact:After the implementation there was a significant difference between the experimental and the control groups in favor of the experimental group in terms of achievement.
🔬Design:Research Article
📍Scope:2010-2011 Verileri
⚙️Variables:Araştırma-Sorgulama · Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımı · Akademik Başarı

Abstract

The purpose of this study is to explore the effects of laboratory activities through the Argumentation Based Inquiry (ABI) approach (adopted from the Science Writing Heuristic - SWH approach) on achievement. ABI approach which is an inquiry based approach was constructed Keys, Hand, Prain and Collins (1999). In the study, quasi experimental design with pretest and posttest control group was used. The experimental group performed laboratory activities through ABI approach, the control group performed laboratory activities through traditional approach. The sampling of our study was comprised of the students from a primary public school in Yalova. The students were 7th graders in the academic year 2010-2011. A total of 65 students participated in our study. The experimental group (N=33) and the control group (N=32) were determined randomly. Achievement test with 30 items was used in this study as the instrument. After the implementation there was a significant difference between the experimental and the control groups in favor of the experimental group in terms of achievement.

Özet

Bu çalışmanın amacı, Fen ve Teknoloji dersinde Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımını temel alan laboratuvar uygulamalarının akademik başarı üzerine etkisini araştırmaktır. ATBÖ yaklaşımı Keys, Hand, Prain ve Collins (1999) tarafından geliştirilmiş araştırma-sorgulamaya dayalı bir yaklaşımıdır. Araştırmanın modeli ön ve son test kontrol gruplu yarı deneysel desendir. Fen ve Teknoloji dersi laboratuvar uygulamaları, deney grubunda ATBÖ yaklaşımını temel alan aktivitelerin kullanıldığı öğretim yöntemi ile kontrol grubunda ise geleneksel yaklaşımı temel alan aktivitelerin kullanıldığı öğretim yöntemi ile gerçekleştirilmiştir. Bu araştırmanın çalışma grubunu, Yalova ilinde bir devlet ilköğretim okulunda 2010–2011 eğitim-öğretim yılında yedinci sınıfta iki ayrı şubede öğrenim gören toplam 65 öğrenci oluşturmuştur. Bu şubelerden deney grubu (N=33) ve kontrol grubu (N=32) rastgele belirlenmiştir. Çalışmada 30 sorudan oluşan akademik başarı testi veri toplama aracı olarak kullanılmıştır. Uygulamanın ardından deney grubu ile kontrol grubu arasında, akademik başarı açısından deney grubu lehine anlamlı bir fark oluşmuştur.

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Cite This Article

ULU, C., BAYRAM, H. (2015). Effects of Laboratory Activities through the Argumentation Based Inquiry Approach on Students’ Achievement. Ege Eğitim Dergisi, Cilt: 16 - Sayı: 2, 316–343. https://ajindex.com/articles/382796

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