Investigation of A Pattern Between Students’ Engagement in Argumentation and Their Science Content Knowledge: A Case Study
Full Text (PDF)
Handan Eşkin 1, Feral Ogan-Bekiroğlu 2 *
More Detail
1 Çemberlitaş Anatolian High School, Istanbul, TURKIYE
2 Marmara University, Istanbul, TURKIYE
* Corresponding Author

Abstract

The aim of this study was, first, to investigate any pattern between students’ quantitative contribution to argumentation and their science understanding, and second, to analyze any relationship between students’ qualitative contribution to argumentation and their scientific knowledge. Participants of the study were four tenth-grade students. The participants were videotaped during the argumentations embedded in the physics class. Two interviews were conducted with each participant in order to examine their scientific understanding deeply. Argumentations were analyzed as quantitative and qualitative by using Toulmin’s Argument Pattern. Results from the study illustrate no significant relationship between students’ engagement in argumentation and their science content knowledge.

Keywords

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75257

EURASIA J Math Sci Tech Ed, 2009 - Volume 5 Issue 1, pp. 63-70

Publication date: 22 Jan 2009

Article Views: 597

Article Downloads: 255

Open Access References How to cite this article