Investigation of the Effect of Teaching the Unit "Chemistry is everywhere" by Argumentation on Academic Achievement and Some Variables

Betül Öksüzer; Tacettin Pınarbaşı

Makale detayları

Investigation of the Effect of Teaching the Unit "Chemistry is everywhere" by Argumentation on Academic Achievement and Some Variables

Yazarlar:

Betül Öksüzer | Tacettin Pınarbaşı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Kimya Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 2, pp.357-369

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001315972

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit chemistry is everywhere, by comparing with the existing teaching method. Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were Chemistry is everywhere Unit Achievement Test CEAT, Attitudes Scale towards Chemistry ASTC, Science Process Skills Test SPST, Nature of Scientific Knowledge Test NSKT, Argumentativeness Scale AS, interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. Findings: The results of the study found statistically significant differences between the experimental and control groups mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students argumentation levels mainly remained level 2 containing claim and warrant.

 Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit chemistry is everywhere, by comparing with the existing teaching method. Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were Chemistry is everywhere Unit Achievement Test CEAT, Attitudes Scale towards Chemistry ASTC, Science Process Skills Test SPST, Nature of Scientific Knowledge Test NSKT, Argumentativeness Scale AS, interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. Findings: The results of the study found statistically significant differences between the experimental and control groups mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students argumentation levels mainly remained level 2 containing claim and warrant.

 Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit chemistry is everywhere, by comparing with the existing teaching method. Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were Chemistry is everywhere Unit Achievement Test CEAT, Attitudes Scale towards Chemistry ASTC, Science Process Skills Test SPST, Nature of Scientific Knowledge Test NSKT, Argumentativeness Scale AS, interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. Findings: The results of the study found statistically significant differences between the experimental and control groups mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students argumentation levels mainly remained level 2 containing claim and warrant.

 Purpose: This study aimed to investigate the effect of argumentation-oriented instruction on students academic achievement, argumentation skills, attitudes towards chemistry, understanding the nature of scientific knowledge, science process skills and willingness to argumentation in teaching the unit chemistry is everywhere, by comparing with the existing teaching method. Method: The research was conducted via embedded design of mixed research method simultaneously combining quantitative and qualitative approaches. The sample consisted of 66 10th grade highschool students. Data collection tools were Chemistry is everywhere Unit Achievement Test CEAT, Attitudes Scale towards Chemistry ASTC, Science Process Skills Test SPST, Nature of Scientific Knowledge Test NSKT, Argumentativeness Scale AS, interviews and verbal-written discussion. Independent samples t-test and Mann-Whitney U test were utilized to analyze the scores of CEAT, ASTC, SPST and NSKT, while Wilcoxon test was used for the analysis of AS. The data of interviews, verbal and written discussion were exposed to content analysis. Findings: The results of the study found statistically significant differences between the experimental and control groups mean scores of the CEAT, ASTC, SPST and NSKT in favor of the experimental group. For the experimental group, there was a significant difference between the pre-test and post-test mean scores of AS and the students argumentation levels mainly remained level 2 containing claim and warrant.

Makale detayları

Investigation of the Effect of Teaching the Unit "Chemistry is everywhere" by Argumentation on Academic Achievement and Some Variables

Yazarlar:

Betül Öksüzer | Tacettin Pınarbaşı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Kimya Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 2, pp.357-369

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001315972

pISSN:

2147-9844

Argumentativeness

Toulmin’s argument pattern

Attitude

Scientific process skills

Nature of science

Sayı

Makale detayları

Investigation of the Effect of Teaching the Unit "Chemistry is everywhere" by Argumentation on Academic Achievement and Some Variables

Yazarlar: Betül Öksüzer | Tacettin Pınarbaşı

Yayıncı: Kastamonu University

Ana Başlıklar: Kimya Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.32 Issue 2, pp.357-369

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001315972

pISSN: 2147-9844

Argumentativeness

Toulmin’s argument pattern

Attitude

Scientific process skills

Nature of science

Sayı

Yazarlar:

Betül Öksüzer | Tacettin Pınarbaşı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Kimya Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.32 Issue 2, pp.357-369

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001315972

pISSN:

2147-9844