Examination of Students' Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues

Autor/inn/en	Memis, Esra Kabatas; Cevik, Ebru Ezberci
Titel	Examination of Students' Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues
Quelle	In: Journal of Education in Science, Environment and Health, 3 (2017) 2, S.126-137 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Scientific Attitudes; Scientific Concepts; Scientific Literacy; Scientific Principles; Science and Society; Small Group Instruction; Group Discussion; Persuasive Discourse; Case Studies; Qualitative Research; Multiple Choice Tests; Ability Grouping; Preservice Teacher Education; Preservice Teachers; Protocol Materials; Video Technology; Science Process Skills; Evaluation; Inferences; Evidence; Metacognition; Group Dynamics; Interpersonal Communication; Questioning Techniques; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Gruppendiskussion; Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Qualitative Forschung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Homogene Gruppierung; Niveaugruppierung; Streaming; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsprotokoll; Evaluierung; Inference; Inferenz; Evidenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gruppendynamik; Interpersonale Kommunikation; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	The purpose of this study was to examine processes experienced by students of different achievement levels in small group discussions in argumentation applications conducted in scientific and socio-scientific issues. Case study which is a qualitative research design was used for the study. In this line, a success test including mechanical subjects comprising multiple-choice and open-ended questions was applied to students by researches in the beginning of semester. Looking at points taken from the success test, student levels (high, medium and low) were determined and groups were formed in accordance with these levels. One group was selected from each level representing that level, and processes experienced by discussions relating to scientific issue as well as socio-scientific issue were individually examined. Study group consisted of 10 preservice teachers having education in Department of Science Teaching. Voice records of both issues were taken during student discussions and analyzed by transcription. Codes prepared by the researchers (cause-effect relationship, using clues, proposing suggestions, prediction, deduction etc.) were combined under certain categories and entitled. As a consequence, it was revealed that students were more effective in supporting argumentation process in non-scientific issue with respect to scientific issue; and in terms of evaluation, metacognition and process management, students were more effective in scientific issue with respect to non-scientific issue. Moreover, it was seen that students were more effective in non-scientific issue with respect to scientific issue in scientific process skills. When student-student questions were examined, there were more questions in scientific issue in the low-level; and there were more questions in non-scientific issue in the medium level. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01