出版社：International Council of Associations for Science Education (ICASE)
摘要：The purpose of the study was to reveal the effects of scientific argumentation-oriented teaching activities on the environmental attitudes
and knowledge of seventh-grade Turkish students within the human and environment unit compared to the activities suggested by the
ministry of education science and technology curriculum. This study employed a “Quasi-experimental design with pre-test-post-test
control group” quantitative research design. A total of 57 seventh-grade students participated in the study, 29 in the test group and 28
in the control group. The research was carried out in a public school in the Melikgazi district of the Kayseri Province in the 2012–2013
academic years, where the study’s was conducted over a total of 16 h. Research data were collected through a 24-item environmental
knowledge test and a 20-item environmental attitude scale after granting permission of the researcher who was working on environmental
education. Independent samples t-test analyzes were performed for the dependent variable environmental knowledge level. As the
scores of the participants were not normally distributed in the environmental attitude scale, the analysis of the scores obtained from
this scale was performed by nonparametric Mann–Whitney U-test. As a result of the analysis, it was observed that the participating
students’ environmental knowledge post-test scores significantly differentiated in favor of the test group (t (55) = 2.564, ρ = 0.013).
Environmental knowledge post-test results revealed that scientific argumentation-oriented teaching activities were significantly more
effective on students’ environmental knowledge compared to the control group. However, no significant difference was found between the
environmental attitude post-test scores (U = 311.5, ρ = 0.129). Therefore, it was concluded that teaching activities focused on scientific
argumentations had no effect on these students’ attitudes toward the environment. Regarding the results of the study, the effect of this
method on students’ environmental attitudes should be compared at secondary school, high school, and university levels.
关键词：science education; environmental attitudes; environmental knowledge; argumentation; quantitative research
