Examination of Students’ Small Groups Discussion in Argumentation Process: Scientific and Socio-Scientific Issues
Yazarlar (2)
Prof. Dr. Esra KABATAŞ MEMİŞ Kastamonu Üniversitesi, Türkiye
Doç. Dr. Ebru Ezberci Kastamonu Üniversitesi, Türkiye
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Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Journal of Education in Science, Environment and Healt | ||
| Dergi ISSN | 2149-214X | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 07-2017 |
| Cilt / Sayı / Sayfa | 3 / 2 / 126–137 | DOI | 10.21891/jeseh.325788 |
| Makale Linki | https://www.jeseh.net/index.php/jeseh/article/view/118 | ||
| Özet |
| Argumentation applications are a part of targets of constructivist science classes and are based on social constructivism (Jiménez-Aleixandre, 2007). Argumentation is a discourse form regarded as important in education (Kuhn, 1993). It may be expressed as a discourse form in which individuals determine their locations, defend a situation with claims and evidences, and express potential arguments (Anderman & Anderman, 2009). Argumentation represents a process in which propositions are supported, justified and proved. It is the basic thought in this process to reveal a justified result and to attempt to prove this result (Norris, Phillips & Osborne, 2008). Argumentation in science enables revealing inconsistencies between thought and evidences and eliminating them (Berland & Hammer, 2012). Due to these reasons, argumentation should be rendered as a part of science and should be integrated into science education (Erduran & Jiménez-Aleixandre, 2007). Science education programs (National Research Council [NRC], 1996; Ministry of National Education [MNE], 2013) highlight the necessity of improving skills in discussion in scientific or socio-scientific issues, performing analyses and making knowledge-based decisions by students, and study based on argumentation places the inquiry in center.Students should be given opportunities to attend in applications of science in learning environments along with argumentation (Sampson, Enderle & Grooms, 2013). Argumentation is not a beneficial skill only for science education, school courses, and scientific issues. It may also be used in every field as a key skill requiring answering questions … |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 24 |