THE EFFECT OF “ARGUMENT-BASED SCIENCE INQUIRY” APPROACH ON SCIENCE TEACHER CANDIDATES' ACADEMIC ACHIEVEMENTS
Science education, when it is dealt with in terms of subject, activities and target behaviours, is an open area to inquiry and development. However, this case is interpreted from a different point of view in a lot of educational institutions in our country (Turkey). The aim of this study is to evaluate the effect of “Argument-Based Science Inquiry (ABSI)” approach on the academic achievements of 3rd grade Science Education teacher candidates by applying this approach to the activities and establishing a suitable educational environment, and to reveal their thoughts about it. Mixed methods research has been used in this paper. In the quantitative dimension of the research, a pre-test post-test control group experimental design has been used. At the end of the implementation process, an achievement test has been applied to both groups, and results have been analyzed statistically. The results have shown that there is a statistically significant difference between the pre-test and post-test results of experimental group, and ABSI approach has a positive effect on student success. In the qualitative dimension of the study, semi-structured interviews have been used with the experimental group’s teacher candidates. Data have been analyzed through content analysis method. In accordance with all findings, it is deduced that the ABSI activities affect the academic achievement of teacher candidates more positively than the classical laboratory practices in Laboratory Practices II class.
Keywords: argument-based science inquiry, science laboratory activities, science education, academic success.
Akkuş, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29(14), 1745-1765.
Brad, R. (1994). Teaching critical thinking skills [Eleştirel düşünme becerilerini öğretme]. (G. Buyukkurt, Trans.). Eğitim ve Bilim, 18(91), 45-49. Originally published in 1984.
Brickman, P., Gormally, C., Armstrong, N., & Hallar, B. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-24.
Cavagnetto, A. (2010). Argument to foster scientific literacy: A review of argument interventions in k-12 science contexts. Review of Educational Research, 80(3), 336-371.
Ceylan, Ç. (2010). Fen laboratuvar etkinliklerinde Argümantasyon Tabanlı Bilim Öğrenme-ATBÖ yaklaşımının kullanımı, (Master’s thesis), Gazi Üniversitesi, Ankara.
Crawford, B. A. (2000). Embracing the esence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE Publications.
Demirel, Ö. (2006). Öğretimde planlama ve değerlendirme öğretme sanatı. (Extended 10th ed.). Ankara: Pegem A Yayıncılık.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
Fix, W. T., & Renner, J. W. (1979). Chemistry and the experiment in the secondary schools. Journal of Chemical Education, 56(11), 737-740.
Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
Grandy, R., & Duschl, R. A. (2007). Reconsidering the character and role of inquiry in school science: Analysis of a conference. Science Education, 16, 141-166.
Gunel, M. (2006). Investigating the impact of teachers’ implementation practices on academic achievement in science during a long-term professional development program on the Science Writing Heuristic. Unpublished doctoral dissertation, Iowa State University, Ames, Iowa.
Hand, B., & Keys, C. (1999). Inquiry investigation: A new approach to laboratory reports. The Science Teacher, 66(4), 27-29.
Hand, B. (2008). Science inquiry, argument and language: A case for the science writing heuristic. Rotterdam, the Netherlands: Sense Publishers.
Hofstein, A., & Lunetta. V. N. (2004). The Laboratory in Science Education: Foundations for the Twenty- first Century. Science Education, 88, 28-54.
Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757-792.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). "Mixed methods research: A research paradigm whose time has come". Educational Researcher, 33(7), 14-26.
Kaya, O. N. (2005). Tartışma teorisine dayalı öğretim yaklaşımının öğrencilerin maddenin tanecikli yapısı konusundaki başarılarına ve bilimin doğası hakkındaki kavramalarına etkisi. Unpublished doctoral dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Kaya, O. N., & Kılıç, Z. (2008). Etkin bir fen eğitimi için tartışmacı söylev. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9(3), 89-100.
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
Kıngır, S., Geban, Ö., & Günel, M. (2010, Eylül). Öğrencilerin kimya derslerinde argümantasyon tabanlı bilim öğrenme (ATBÖ) yaklaşımının uygulanmasına ilişkin görüşleri. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Sayı, 32, 15-28, (Originally published in 2011.).
Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 810-824.
Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21, 553–576.
Novak, J. D. (1988). Learning science and science of learning. Studies in Science Education, 15(1), 77-101.
Özer, G. (2009). Bilimsel tartışmaya dayalı öğretim yaklaşımının öğrencilerin mol kavramı konusundaki kavramsal değişimlerine ve başarılarına etkisinin incelenmesi, (Master’s dissertation), Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Philips, D. C., & Soltis, J. F. (2004). Perspectives on learning [Öğrenme: perspektifler]. (4th ed.) (S. Durmuş, Trans.), Ankara: Nobel Yayınevi.
Polman J. L., & Pea R. D. (2001). Transformative communication as a cultural tool for guiding inquiry science. International Journal of Science Education, 85(2), 23–238.
Roth, W. M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
Richmond, G., & Striley, J. (1996). Making meaning in classrooms: social processes in small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858.
Singer, S., Hilton, M., & Schweingruber, H. (Eds.). (2005). America’s lab. Report: Investigations in high school science. Committee on High School Science Laboratories: Role and Vision, Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education, National Research Council. Washington, DC: The National Academies Press.
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Applied social research methods series (Vol. 46). Thousand Oaks, CA: Sage.
Tekeli, A. (2009). Argumantasyon odaklı sınıf ortamının öğrencilerin asit-baz konusundaki kavramsal değişimlerine ve bilimin doğasını kavramalarına etkisi. Unpublished master’s thesis, Gazi Üniversitesi, Ankara.
Toulmin, S. (2003). The uses of argument. Cambridge: Cambridge University Press.
Uluçınar, S. Ş. (2008). Fen bilgisi dersinde bilimsel tartışma odaklı öğretimin etkililiğinin incelenmesi. Published doctoral dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Watson, J. R., Prieto, T., & Dillon, J. S. (1995). The effect of practical work on students’ understanding of combustion. Journal of Research in Science Teaching, 32(5), 487-505.
Yerrick, K. R. (2000). Lower track science students' argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37(8), 807-838.
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.). Ankara, Seçkin Yayıncılık.
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 25, 689–725.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
Prof. Dr. İsmail Hakkı Mirici
Editor in Chief
Near East University
Ataturk Faculty of Education
Near East Boulevard, 99138
Mersin 10 - Turkey