Enhancing Seventh-Grade Students' Academic Achievement through Epistemologically Enriched Argumentation Instruction

Autor/inn/en	Kizkapan, Oktay; Bektas, Oktay
Titel	Enhancing Seventh-Grade Students' Academic Achievement through Epistemologically Enriched Argumentation Instruction
Quelle	In: International Journal of Science Education, 43 (2021) 10, S.1600-1617 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kizkapan, Oktay) ORCID (Bektas, Oktay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1923082
Schlagwörter	Science Instruction; Grade 7; Science Curriculum; Comparative Analysis; Foreign Countries; Persuasive Discourse; Academic Achievement; Teaching Methods; Epistemology; Public Schools; Lesson Plans; Constructivism (Learning); Factor Analysis; Science Tests; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Persuasion; Persuasive Kommunikation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Public school; Öffentliche Schule; Lesson planning; Unterrichtsplanung; Faktorenanalyse; Schülerverhalten; Türkei
Abstract	This study has two aims. The first is to determine the effect of argumentation and epistemologically enriched argumentation on academic achievement. The second is to determine students' opinions about the effect of the integration of argumentation and epistemologically enriched argumentation into the teaching process on academic achievement. In this regard, a mixed research method was utilised in the study. The sample consisted of 98 seventh-grade students studying in public schools in Turkey. The quantitative data of the research were collected using an achievement test. The qualitative data were collected by semi-structured interviews with 12 students selected from the experimental groups. There were two experimental groups in the study. Students in the first experimental group learned the "Structure and Properties of Matter" unit by the integration of conventional argumentation into the teaching. In the second group, students learned the same topic through epistemologically enriched argumentation. In the comparison group, the Turkish National Science Curriculum was used with no integration of argumentation. In the study, it was determined that the students in both experimental groups were more successful than the students in the comparison group. The findings of the research are discussed considering the related literature and suggestions were given. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01