期刊名称：Review of International Geographical Education Online
电子版ISSN：2146-0353
出版年度：2019
卷号：9
期号：1
页码：209-245
DOI：10.33403/rigeo.529139
语种：English
出版社：Review of International Geographical Education Online
摘要：The purpose of thisstudy was to investigate the effects of the argumentation-based sciencelearning approach on students’ academic achievements and examine student viewsabout use of this approach in social studies. We used a mixed methods researchdesign to document changes as a result of an argumentation-based sciencelearning approach implementation. The participants were 94 seventh gradestudents from three different classrooms of a middle school in Erzurum, Turkey.We developed the Population in our Country Academic Achievement Test to collectquantitative data before and after the implementation, and used asemi-structured interview form to collect quantitative data after theimplementation. Using descriptive, one-way ANOVA, and multiple comparison Tukeytest statistical data analysis methods, we analyzed the quantitative data.Then, we used content analysis method to analyze the qualitative data. Resultsof the quantitative data analysis showed that there was no statisticallysignificant difference between academic achievements mean scores of thestudents in the experimental and control groups in the pre-test. However, afterthe implementation, there were statistically significant differences betweengroups indicating that academic achievement mean scores of students in theexperimental group was statistically higher than those students in the controlgroups in the post-test. Results of the qualitative data analysis indicated theargumentation-based science learning approach activities helped studentsunderstand subjects better, facilitated their learning, provided permanentlearning opportunities, increased their interest and attitudes towards the course,and enhanced their success in social studies. These results suggested thatimplementing the argumentation-based science learning approach in socialstudies was effective in enhancing students’ academic achievement and resultedin developing positive views of students about the approach.
