The Effect of Web 2.0 Supported Socioscientific Argumentation Activities on Students' Science Literacy, Attitudes, Critical Thinking Tendencies and Decision-Making Skills

Mehmet Akif Arduç; Sibel Kahraman

Makale detayları

The Effect of Web 2.0 Supported Socioscientific Argumentation Activities on Students' Science Literacy, Attitudes, Critical Thinking Tendencies and Decision-Making Skills

Yazarlar:

Mehmet Akif Arduç | Sibel Kahraman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.604-629

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325653

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 This quasi-experimental study aims to examine the effects of socioscientific topic-based and Web 2.0 supported argumentation activities on the science literacy levels, attitudes towards socioscientific issues SBKYT, critical thinking tendencies and decision-making skills of 7th grade secondary school students. The sample of the study consists of 66 secondary school 7th grade students, who were randomly divided into three groups. Lessons were conducted with the Web 2.0 tool-supported argumentation method in Experimental Group 1, with the argumentation method in Experimental Group 2, and with the 5E model in the control group. Activities covering solar energy, organ donation, space pollution, recycling, light pollution and environmental issues have been prepared by researchers. In the study, the achievement test developed by the researchers and containing six relevant subjects was used to determine science literacy. Additionally, Childrens Attitudes Towards Socioscientific Issues Scale adapted to Turkish by Küçükaydın et al. 2021, Critical Thinking Disposition Scale for Secondary School Students developed by Yıldırım-Döner and Demir 2021, developed by Özgün 2018 and Gürkan 2018. Decision Making Skills Test was taken from the literature and used. When the findings of the study were examined, no significant difference was seen in the pre- and post-test scores in all variables. When the students science literacy level pre-test and post-test scores were compared, it was determined that there was a significant difference among all groups. While there was a significant difference in decision-making skills between the pre-test and post-test of the experimental groups, it was reported that there was no significant difference in the control group. It was observed that there was a significant difference in critical thinking tendency only between the pre-test and post-test scores of Experimental Group 1. On the other hand, no significant difference was seen between the pre-test and post-test scores of any group in SBKYT scores. As a result, it was determined that science literacy improved in all three groups, critical thinking tendency showed a positive trend only in Experimental group 1, decision-making skills improved in Experimental group 1 and Experimental group 2, and SBKYT was not affected by the applications in all three groups. Some suggestions are given, taking into account the results obtained and the studies in the literature.

 This quasi-experimental study aims to examine the effects of socioscientific topic-based and Web 2.0 supported argumentation activities on the science literacy levels, attitudes towards socioscientific issues SBKYT, critical thinking tendencies and decision-making skills of 7th grade secondary school students. The sample of the study consists of 66 secondary school 7th grade students, who were randomly divided into three groups. Lessons were conducted with the Web 2.0 tool-supported argumentation method in Experimental Group 1, with the argumentation method in Experimental Group 2, and with the 5E model in the control group. Activities covering solar energy, organ donation, space pollution, recycling, light pollution and environmental issues have been prepared by researchers. In the study, the achievement test developed by the researchers and containing six relevant subjects was used to determine science literacy. Additionally, Childrens Attitudes Towards Socioscientific Issues Scale adapted to Turkish by Küçükaydın et al. 2021, Critical Thinking Disposition Scale for Secondary School Students developed by Yıldırım-Döner and Demir 2021, developed by Özgün 2018 and Gürkan 2018. Decision Making Skills Test was taken from the literature and used. When the findings of the study were examined, no significant difference was seen in the pre- and post-test scores in all variables. When the students science literacy level pre-test and post-test scores were compared, it was determined that there was a significant difference among all groups. While there was a significant difference in decision-making skills between the pre-test and post-test of the experimental groups, it was reported that there was no significant difference in the control group. It was observed that there was a significant difference in critical thinking tendency only between the pre-test and post-test scores of Experimental Group 1. On the other hand, no significant difference was seen between the pre-test and post-test scores of any group in SBKYT scores. As a result, it was determined that science literacy improved in all three groups, critical thinking tendency showed a positive trend only in Experimental group 1, decision-making skills improved in Experimental group 1 and Experimental group 2, and SBKYT was not affected by the applications in all three groups. Some suggestions are given, taking into account the results obtained and the studies in the literature.

 This quasi-experimental study aims to examine the effects of socioscientific topic-based and Web 2.0 supported argumentation activities on the science literacy levels, attitudes towards socioscientific issues SBKYT, critical thinking tendencies and decision-making skills of 7th grade secondary school students. The sample of the study consists of 66 secondary school 7th grade students, who were randomly divided into three groups. Lessons were conducted with the Web 2.0 tool-supported argumentation method in Experimental Group 1, with the argumentation method in Experimental Group 2, and with the 5E model in the control group. Activities covering solar energy, organ donation, space pollution, recycling, light pollution and environmental issues have been prepared by researchers. In the study, the achievement test developed by the researchers and containing six relevant subjects was used to determine science literacy. Additionally, Childrens Attitudes Towards Socioscientific Issues Scale adapted to Turkish by Küçükaydın et al. 2021, Critical Thinking Disposition Scale for Secondary School Students developed by Yıldırım-Döner and Demir 2021, developed by Özgün 2018 and Gürkan 2018. Decision Making Skills Test was taken from the literature and used. When the findings of the study were examined, no significant difference was seen in the pre- and post-test scores in all variables. When the students science literacy level pre-test and post-test scores were compared, it was determined that there was a significant difference among all groups. While there was a significant difference in decision-making skills between the pre-test and post-test of the experimental groups, it was reported that there was no significant difference in the control group. It was observed that there was a significant difference in critical thinking tendency only between the pre-test and post-test scores of Experimental Group 1. On the other hand, no significant difference was seen between the pre-test and post-test scores of any group in SBKYT scores. As a result, it was determined that science literacy improved in all three groups, critical thinking tendency showed a positive trend only in Experimental group 1, decision-making skills improved in Experimental group 1 and Experimental group 2, and SBKYT was not affected by the applications in all three groups. Some suggestions are given, taking into account the results obtained and the studies in the literature.

 Bu çalışmanın amacı sosyobilimsel konu temelli ve Web 2.0 destekli argümantasyon etkinliklerinin ortaokul 7.sınıf öğrencilerinin fen okuryazarlığı düzeyleri, sosyobilimsel konulara yönelik tutumları SBKYT, eleştirel düşünme eğilimleri ve karar verme becerilerine etkisini incelemektir. Çalışma ön test-son test kontrol gruplu yarı deneysel desene göre planlanmıştır. Çalışmanın örneklemini 66 ortaokul 7. sınıf öğrencisi oluşturmaktadır. Üç grupla yürütülen çalışmada öğrenciler gruplara rasgele atama yapılarak ayrılmıştır. Dersler Deney grubu 1de Web 2.0 aracı destekli argümantasyon yöntemi ile Deney grubu 2de argümantasyon yöntemi ile ve kontrol grubunda 5E modeli ile yürütülmüştür. Güneş enerjisi, organ bağışı, uzay kirliliği, geri dönüşüm, ışık kirliliği, çevre konularını kapsayan etkinlikler araştırmacılar tarafından hazırlanmıştır. Çalışmada araştırmacılar tarafından geliştirilen ve ilgili altı konuyu içeren başarı testi fen okuryazarlığı belirlemek amacıyla kullanılmıştır. Ayrıca Küçükaydın ve diğerleri 2021 tarafından Türkçeye uyarlanan Çocukların Sosyobilimsel Konulara Yönelik Tutumları Ölçeği, Yıldırım-Döner ve Demir 2021 tarafından geliştirilmiş Ortaokul Öğrencileri için Eleştirel Düşünme Eğilimi Ölçeği, Özgün 2018 ve Gürkan 2018 tarafından geliştirilmiş Karar Verme Becerileri Testi literatürden alınarak kullanılmıştır. Çalışmanın bulguları incelendiğinde tüm değişkenlerde ön ve son test puanlarında anlamlı fark görülmemiştir. Öğrencilerin fen okuryazarlığı düzeyi ön test ve son test puanları karşılaştırıldığı zaman tüm gruplarda anlamlı bir fark olduğu tespit edilmiştir. Karar verme becerilerinde deney gruplarının ön test ve son testleri arasında anlamlı bir farklılık olduğu görülürken kontrol grubunda anlamlı bir farklılık olmadığı rapor edilmiştir. Eleştirel düşünme eğiliminde sadece Deney gurubu 1in ön test ve son test puanları arasında anlamlı bir farklılık olduğu görülmüştür. Öte yandan, SBKYT puanlarında ise hiçbir grubun ön ve son test puanları arasında anlamlı bir fark görülmemiştir. Sonuç olarak, her üç grupta da fen okuryazarlığın geliştiği, eleştirel düşünme eğiliminin sadece Deney grubu 1de olumlu yönde eğilim gösterdiği, karar verme becerilerinin Deney grubu 1 ve Deney grubu 2de geliştiği ve SBKYT ise üç grupta da yapılan uygulamalardan etkilenmediği belirlenmiştir. Elde edilen sonuçlar ve literatürdeki çalışmalar dikkate alınarak bazı önerilere yer verilmiştir.

Makale detayları

The Effect of Web 2.0 Supported Socioscientific Argumentation Activities on Students' Science Literacy, Attitudes, Critical Thinking Tendencies and Decision-Making Skills

Yazarlar:

Mehmet Akif Arduç | Sibel Kahraman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.604-629

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325653

pISSN:

2667-6788

Science literacy

socioscientific issues

argumentation

critical thinking

decision-making skillsFen okuryazarlığı

sosyobilimsel konular

argümantasyon

eleştirel düşünme

karar verme becerileri Abstract

Sayı

Makale detayları

Yazarlar: Mehmet Akif Arduç | Sibel Kahraman

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.604-629

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325653

pISSN: 2667-6788

Sayı

Yazarlar:

Mehmet Akif Arduç | Sibel Kahraman

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 2, pp.604-629

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325653

pISSN:

2667-6788