İlkokul Öğrencilerinin Fen Bilimleri Dersinde Argümantasyon Becerilerinin İncelenmesi: Kuvvet Teması Örneği

Yıl 2025, Cilt: 13 Sayı: 1, 39 - 80, 29.03.2025

Hanife Gamze Hastürk , Melek Gençağa

Öz

Bu araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin fen bilimleri dersi kuvvetin etkileri konusunda argümantasyon becerilerini incelemektir. Araştırmaya, 2022-2023 eğitim öğretim yılı bahar döneminde Marmara bölgesinde yer alan bir il merkezine bağlı bir ilkokulda öğrenim görmekte olan ilkokul 4. sınıf düzeyinde 30 öğrenci katılmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen, öğrencilerin argümantasyon becerilerini tespit etmek amacıyla; 4 kavram karikatürü, 1 ifadeler tablosu ve bunlara ilişkin açık uçlu sorular kullanılmıştır. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırmaya katılan öğrencilerin oluşturdukları argümanlar Erduran ve diğerleri (2004) tarafından geliştirilen araç ile değerlendirilmiştir. Veriler, içerik analizi ve betimsel analiz yöntemleri kullanılarak analiz edilmiştir. Araştırmanın sonucunda öğrencilerin argüman üretme düzeyinin 1,2 seviyesinde (f=23) yoğunlaştığı; 3,4 seviyesinde (f=7) nadir argüman ürettikleri ve seviye 5’te (f=0) argüman üretemedikleri görülmüştür. Öğrencilerin argümantasyon sürecinde verilen iddialara yönelik veri, iddia, gerekçe, karşıt iddia ve destekleyici ifadeler kullanabildikleri görülmüş fakat çürütme becerilerini yeterli düzeyde kullanamadıkları gözlemlenmiştir. Araştırma sonucunda, argümantasyon yönteminin kullanılmasına ilişkin uygulayıcılara ve program geliştiricilere yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

Fen Bilimleri, Kuvvetin Etkileri, Argümantasyon

Etik Beyan

Araştırma için Tokat Gaziosmanpaşa Üniversitesi Sosyal ve Beşerî Bilimler Araştırmaları Etik Kurulu’ndan 10.10.2023 tarih ve 16/26-27 sayılı karar numaralı izin alınmıştır.

Investigation of Primary School Students' Argumentation Skills in Science Course: Force Theme Example

Öz

The aim of this study was to examine the argumentation skills of fourth-grade primary school students on the effects of force in the science course. In the spring semester of the 2022-2023 academic year, 30 4th-grade students studying in a primary school in a provincial center located in the Marmara region participated in the study. As a data collection tool, 4 concept cartoons, 1 statement table, and open-ended questions developed by the researcher were used to determine students' argumentation skills. Descriptive survey model was used in the study. The arguments formed by the students participating in the study were evaluated using the tool developed by Erduran et al. The data were analyzed using content analysis and descriptive analysis methods. As a result of the study, it was observed that the students' argument production level was concentrated at levels 1, 2 (f=23); they rarely produced arguments at levels 3, 4 (f=7) and could not produce arguments at level 5 (f=0). It was observed that students were able to use data, claims, justification, counterclaims, and supporting statements for the claims given in the argumentation process. However, they could not use their refutation skills sufficiently. As a result of the research, suggestions were made for practitioners and program developers regarding the use of the argumentation method.

Anahtar Kelimeler

Science, Effects of Force, Argumentation

Etik Beyan

Permission for the research was obtained from Tokat Gaziosmanpaşa University Social and Human Sciences Research Ethics Committee on 10.10.2023 with decision number 16/26-27.

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