Original article | Turkish Journal of Teacher Education 2022, Vol. 11(2) 99-110
The Effect of Argumentation-Based Socioscientific Teaching on the Academic Achievement of 7th-Grade Students in the Unit of Pure Substances and Mixtures
Isil Karcili, Serkan Sevim
pp. 99 - 110 | Manu. Number: MANU-2206-18-0002
Published online: December 30, 2022 | Number of Views: 16 | Number of Download: 337
Abstract
The study investigated the effect of argumentation-based activities on middle school student's academic achievement. The research was conducted with 23 7th-grade students using argumentation-based activities for ten weeks. The "Particulate Structure of Matter Achievement Test," which includes the 7th Grade 4th Unit developed by Kizkapan and Bektas (2018), was used to measure academic achievement. The test consisted of 21 items and was administered as the pre-test before and the post-test after the intervention. Data were analyzed with the SPSS 24 package program. As a result of the research, it was seen that the scores the students got from the post-test were higher than the scores they got from the pre-test, and this difference was significant. In addition, since the activities applied throughout the intervention aimed to contribute to developing high-level thinking skills, it is noteworthy that the test also positively affected the development of problem-solving and critical thinking skills, which are taxonomic levels.
Keywords: Argumentation, Socioscientific Issues, Academic Achievement
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