NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1203426
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2327-3607
Are We Ready for Argumentation in Science Classrooms? An Investigation into the Scientific Discussion Climate in a Turkish Elementary School
Bati, Kaan
Critical Questions in Education, v10 n1 p29-43 Win 2019
In recent years, the trend in science education is toward scientific processes rather than scientific knowledge. An effective science education not only requires the active involvement of students in scientific investigations, but also the development of engagement in discussions about scientific and social issues. To develop students' discussion and argumentation abilities, we can integrate these approaches to our science lessons, but what are our teachers, students and administrators' attitudes concerning these approaches? This study was undertaken to determine (a) the views of science teachers toward usefulness and effectiveness of scientific discussions, (b) how students participate in scientific classroom discussions, and (c) the roles of teachers and students in the discussion process. This study used qualitative design, and content analysis was carried out for both the interviews and observation data. Data was obtained from teachers and students at a private elementary school located in Ankara, Turkey. The results showed that scientific discussion processes are generally dominated by science teachers and student engagement in discussions is at a very low level.
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)