The Effect of Online Argumentation and Reflective Thinking-Based Science Teaching on Sixth Graders' Cognitive Abilities

Autor/inn/en	Acar, Ömer; Azakli, Zeynep
Titel	The Effect of Online Argumentation and Reflective Thinking-Based Science Teaching on Sixth Graders' Cognitive Abilities
Quelle	In: Journal of Baltic Science Education, 22 (2023) 2, S.192-203 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Acar, Ömer) ORCID (Azakli, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Elementary School Students; Grade 6; Computer Mediated Communication; Persuasive Discourse; Reflection; Cognitive Processes; Thinking Skills; Science Instruction; Cognitive Ability; Logical Thinking; Metacognition; Control Groups; Distance Education; Cognitive Development; Foreign Countries; Learning Processes; Turkey + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Computerkonferenz; Persuasion; Persuasive Kommunikation; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Distance study; Distance learning; Fernunterricht; Kognitive Entwicklung; Ausland; Learning process; Lernprozess; Türkei
Abstract	The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students' epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to COVID-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester; one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students' cognitive abilities were discussed. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01