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Argümantasyon Destekli Çevre Eğitiminin Öğrencilerin Akademik Başarılarına, Çevre Tutumlarına ve Argüman Kurma Becerilerine Etkisinin İncelenmesi

Investigating the Effects of Argumentation-Supported Environmental Education on Students’ Academic Achievements, Environmental Attitudes and Argumentation-Skills

Miray Soyupek Çelik(MEB)0009-0003-5131-3963
Mustafa Özkan(ULUDAG UNIVERSITY)0000-0002-4380-2279
Sayfa
70–111
Yayın Tarihi
2026-06-26
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Wilcoxon İşaretli Sıralar testi sonuçlarına dayanarak uygulanan argümantasyon yönteminin öğrencilerin akademik başarılarını ve çevresel tutumlarını iyileştirmede anlamlı bir etkiye sahip olduğu söylenebilir.

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Amaç & Hipotez:Bu araştırmanın amacı, argümantasyon yönteminin çevre sorunları konusunda uygulanmasının 10. sınıf öğrencilerinin akademik başarılarının, çevreye yönelik tutumlarının ve argümantasyon becerilerinin gelişimini incelemektir.
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Temel Bulgular & Veri:Lise biyoloji öğretim programında çevre sorunlarının işlendiği üniteler 10. sınıfta yer almaktadır.
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Sonuç & Katkı:Wilcoxon İşaretli Sıralar testi sonuçlarına dayanarak uygulanan argümantasyon yönteminin öğrencilerin akademik başarılarını ve çevresel tutumlarını iyileştirmede anlamlı bir etkiye sahip olduğu söylenebilir.
🔬Tür:Araştırma Makalesi
📍Kapsam:2019 Verileri
⚙️Değişkenler:Argumantasyon · Biyoloji eğitimi · Çevre eğitimi

Özet

Bu araştırmanın amacı, argümantasyon yönteminin çevre sorunları konusunda uygulanmasının 10. sınıf öğrencilerinin akademik başarılarının, çevreye yönelik tutumlarının ve argümantasyon becerilerinin gelişimini incelemektir. Bu çalışmada karma yöntem desenlerinden biri olan yakınsak paralel desen kullanılmıştır. Lise biyoloji öğretim programında çevre sorunlarının işlendiği üniteler 10. sınıfta yer almaktadır. Bu nedenle 10. sınıf bir şube öğrencileriyle araştırma yapılmıştır. Verileri toplamak için araştırmacılar tarafından hazırlanan “Çevre Sorunları” konusuna ait çoktan seçmeli Çevre Başarı Testi (ÇBT), Uzun ve arkadaşları (2019) tarafından oluşturulmuş likert tip Çevre Tutum Ölçeği (ÇTÖ), araştırmacılar tarafından hazırlanan argümantasyona dayalı çevre sorunları konusuna ait etkinlikler ve etkinliklerin değerlendirilmesi için Sadler ve Fowler (2006) tarafından hazırlanan argümantasyon rubriği kullanılmıştır. Araştırmamıza katılan 13 öğrenciden 11’ inde argümantasyon etkinlikleri sonunda, argümantasyon kalitelerinde, ilk etkinliğe göre artış olduğu sonucuna ulaşılmıştır. 4 haftalık etkinlik sürecinin başında ve sonunda uygulanan ÇBT puan ortalamasında % 138,23 puan artışı; ÇTÖ puan ortalamasında ise % 7,93 puan artışı görülmektedir. Wilcoxon İşaretli Sıralar testi sonuçlarına dayanarak uygulanan argümantasyon yönteminin öğrencilerin akademik başarılarını ve çevresel tutumlarını iyileştirmede anlamlı bir etkiye sahip olduğu söylenebilir.

Abstract

This study aims to examine the development of academic success, attitudes towards the environment, and argumentation skills of 10th-grade students by applying the argumentation method to environmental problems. A convergent parallel design, one of the mixed-methods designs was used in this study. In the high school biology curriculum; units that cover environmental problems are included in the 10th-grade. For this reason, a study was conducted with a class of 10th-grade students. To collect the data, a multiple-choice Environmental Achievement Test (EAT) prepared by the researchers on the topic of "Environmental Problems", a likert-type Environmental Attitude Scale (EAS) developed by Uzun et al. (2019), activities on the topic of argumentation-based environmental problems prepared by the researchers, and the argumentation rubric prepared by Sadler and Fowler (2006) for the evaluation of the activities were used. It was concluded that 11 out of 13 students who participated in our research had an increase in their argumentation quality at the end of the argumentation activities compared to the first activity. There was a 138.23% increase in the average score of the EAT and a 7.93% increase in the average score of the EAS. Based on the Wilcoxon Signed Rank test results, it can be said that the applied argumentation method has a significant effect on improving students' academic achievement and environmental attitudes.

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Bu Makaleye Atıf Yap

Çelik, M. S., Özkan, M. (2026). Argümantasyon Destekli Çevre Eğitiminin Öğrencilerin Akademik Başarılarına, Çevre Tutumlarına ve Argüman Kurma Becerilerine Etkisinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 20 Sayı: 1, 70–111. https://doi.org/10.17522/balikesirnef.1729915

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