EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS

Ibrahim Erdogan; Ayse Ciftci; Mustafa Sami Topcu

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EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS

Title	EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS
Publication Type	Journal Article
Year of Publication	2017
Authors	Erdogan, I, Ciftci, A, Topcu, MS
Journal	Journal of Baltic Science Education
Volume	16
Issue	6
Start Page	980-993
Pagination	Continuous
Date Published	December/2017
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	argumentation level, middle school students, science lessons, teachers and students’ questions
Abstract	In this research the argumentation levels of the 5th, 6th and 7th grade students and the questions of the teachers and students were examined. The sample group of the research was selected according to the homogeneous sampling method. This research is a descriptive research. The data were collected by using a voice recorder. The data of this research were evaluated according to the descriptive analysis approach. As a result of the analysis, it was determined that the students used Level 1 argumentation which has the lowest quality more frequently in comparison with the higher ones and used the claim component more than other arguments and did not use the backing, qualifier, and rebuttal components. Furthermore, it was found that the questioning rates of the teachers were higher in comparison with the students and the questions of the teachers and students were usually at the levels of remembering and understanding. One of the factors that caused the argumentation level of the students to be low may have been that the teachers asked questions which were oriented to remembering. Therefore, the high level questions that ensure the initiation and continuation of the argumentation process should be inquired in the lessons.
URL	http://oaji.net/articles/2017/987-1513971319.pdf
DOI	10.33225/jbse/17.16.980
Refereed Designation	Refereed
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