ARGÜMANTASYONA DAYALI SOSYOBİLİMSEL KONU TEMELLİ FEN ÖĞRETİMİNİN ETKİLİLİĞİNE YÖNELİK KARMA YÖNTEM ARAŞTIRMASI

Abstract

The main objective of this research is to examine the effects of argumentation-based socioscientific issue (SSI) based science teaching on middle school students' attitudes towards socioscientific issues, awareness, and critical thinking dispositions. Additionally, how this application affects students' argumentation skills and students' opinions regarding this process have been investigated. The study simultaneously employed an embedded mixed methods design, using a quasi-experimental pretest-posttest control group design and an observational case study. The research group consisted of a total of 103 seventh-grade students studying in Ankara during the 2024-2025 academic year, comprising 53 students in the experimental group and 50 in the control group. Quantitative data were collected using the Attitude towards Socioscientific Issues Scale, the Critical Thinking Disposition Scale, and the Socioscientific Awareness Scale, while qualitative data were obtained through focus group interviews, observation, and document analysis techniques. The quantitative findings of the research determined that the implemented teaching method significantly increased the critical thinking dispositions (p <.05) and attitudes towards socioscientific issues (p = .00) of the students in the experimental group. Although no statistically significant quantitative difference was found in awareness scores (p > .05), qualitative findings revealed that this approach provided a significant improvement in the quality and depth of students' awareness levels. Quantitative findings regarding argumentation competencies showed a significant increase in total scores (p <.01). Statistically significant improvements were observed in the Data, Reasoning, and Supportive components. However, no quantitatively significant improvement was observed in the refutative component, which is defined as the ability to refute opposing claims and is cognitively the most complex. Qualitative findings clearly indicated that students found the process generally fun and enjoyable, liked discussing, and expressed that their interest in and participation in science lessons increased.