Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımının Dördüncü Sınıf Öğrencilerinin Fen Başarısına, Araştırma ve Bilimsel Yazma Becerilerine Etkisi

Abstract

The main purpose of this research was to investigate the effect of Argument Based Inquiry (ABI) approach on fourth grade students’ science achievement, inquiry and scientific writing skills. Another purpose of the research was to determine the opinions of the students and their teacher regarding the ABI approach. An explanatory sequential mixed methods design was used in this research. The matching-only pretest-posttest control group quasi-experimental design was utilized in quantitative part and semi-structured interviews were conducted in qualitative part of the research. The study group consisted of 47 fourth grade students attending to a public elementary school in the center of Ankara and their classroom teachers. The overall of the study lasted for 25 weeks. In the treatment group, Properties of Matter, Lighting and Sound Technology, Human and Environment, and Simple Electric Circuits units were taught using the ABI approach, and in the comparison group existing methods of the teacher were utilized for teaching the same units. Quantitative data were collected using Science Achievement Tests, Inquiry Skill Test and Grading Rubric for Scientific Writing Skills and qualitative data were obtained via semi-structured interviews with students and their teacher about the ABI intervention. Independent samples t-test was used to analyze quantitative data while qualitative data were analyzed through content analysis method. Findings of the research revealed that the ABI approach was more effective than existing methods in improving students’ science achievement, inquiry and scientific writing skills. It was determined that the students and their teacher held positive opinions about the ABI approach. Moreover, it was concluded that positive effects of the ABI approach gradually increased and difficulties in implementation process decreased throughout the study.