ERIC Number: ED548759
Record Type: Non-Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 25
Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to "Matter and Change"
Çinar, Derya; Bayraktar, Sule
Online Submission, International Journal of Education in Mathematics, Science and Technology v2 n1 p49-77 Jan 2014
The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students' conceptual understanding of the subjects related to "Matter and Change". This research is a qualitative research and its design is a multiple (compare) case study. In this study, semi-structured interviews related to the concepts were conducted before and after the experimental period in order to assess students' conceptual understanding. The result of the study showed that students who have been trained with argumentation-based science teaching approach showed progress in conceptual understanding. In addition, it has been observed that students were able to explain these concepts with correct warrants and connect them with everyday life. An appendix presents (1) Introduction Activity (Turkish Version); (2) Introduction Activity (English Version); and (3) Turkish and English versions of 7 worksheets.
Descriptors: Science Instruction, Teaching Methods, Persuasive Discourse, Grade 5, Elementary School Students, Concept Formation, Scientific Concepts, Qualitative Research, Case Studies, Semi Structured Interviews, Misconceptions, Interviews, Concept Mapping, Science Experiments, Cartoons, Pretests Posttests, Foreign Countries, Worksheets, Elementary School Science
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Turkey