Ortaokul Öğrencilerinin Argümantasyon Düzeyleri ile Karar Verme Becerileri Arasındaki İlişkinin İncelenmesi

Yıl 2019, Cilt: 47, 287 - 310, 12.09.2019

Fatma Torun

https://doi.org/10.9779/pauefd.528973

Cited By: 3

Öz

Bu çalışmanın amacı, argümantasyon
temelli yürütülen sosyal bilgiler dersinde öğrencilerin argüman düzeyleri ile
karar verme becerileri arasındaki ilişkiyi belirlemektir. Çalışma nitel
araştırma yöntemlerinden eylem araştırması ile yürütülmüştür. Araştırmanın
çalışma grubunu 33 yedinci sınıf öğrencisi oluşturmaktadır. Veri toplama aracı
olarak araştırmacı tarafından beş farklı etkinlik tasarlanmıştır. Araştırmada
verilerin analizi iki aşamada gerçekleşmiştir. İlk
olarak “Argümantasyon Değerlendirme Ölçeği” ile öğrencilerin argüman düzeyleri
ve “Karar Verme Becerisi Değerlendirme Rubriği” ile öğrencilerin karar verme
becerileri değerlendirilmiştir. Daha sonra her bir öğrencinin iki rubrikten
aldıkları puanlara rasındaki korelasyon incelenmiştir. Sonuçlara göre
öğrecnilerin argüman düzeyleri ve karar verme becerileri arasında pozitif ve
yüksek düzey (0.80) ilişki olduğu belirlenmiştir. 

Anahtar Kelimeler

Argümantasyon, argüman düzeyi, karar verme becerisi, sosyal bilgiler

Investigation of the Relationship Between Argumentation Level and Decision Making Skills of Secondary School Students

Öz

The aim of this study is to determine the relationship between the argument levels and decision-making skills of the students during the argumentation based social studies courses. The study was carried out with action research, which is one of the qualitative research methods. The study group of the research consisted of 33 7th grade students. As data collection tools, five different activities were designed by the researcher. The data analysis was carried out at two phases. Firstly, the student’s argument levels were determined by The Argumentation Evaluation Scale and students' decision-making skills were determined by “Decision-Making Skill Evaluation Rubric”. Then the correlation between the two rubric scores was examined for each student. According to the result, positive and high-level (0.80) relationships were determined between students' argument levels and their decision-making skills. 

Anahtar Kelimeler

Argumentation, argument level, decision making skills, social studies

Kaynakça

• Adair, J. (2000). Decision making and problem solving (N. Kalaycı, Trans.). Ankara: Gazi Publishing.
• Aymen Peker, E., Apaydın, Z., & Taş, E., (2012). Understanding of heat insulation with argumentation: Case study with primary 6th grade students. Dicle University Journal Institute of Social Secience, 4(8), 79-100.
• Basye, C., (2012). Decision-making behaviors of pre service teachers as they plan for social studies in elementary classrooms. (Doctor of Philosophy, Oregon State University). Available from ProOuest Dissertations and Theses database.
• Butt, N., (2010). Argument construction, argument evaluation, and decision-making: A content analysis of argumentation and debate textbooks. (Doctor of Philosophy, Wayne State University, Michigan). Available from ProOuest Dissertations and Theses database. Büyüköztürk, Ş., (2011). Data analysis handbook for social sciences. Ankara: Pegem Akademi.
• Cho, K. L., (2001). The effects of argumentation scaffolds on argumentation and problem solving in an online collaborative group problem-solving environment. (Doctor of Philosophy, The Pennsylvania State University The Graduate School College of Education, US). Available from ProOuest Dissertations and Theses database.
• Chowning, J. T., Griswold J. C., Kovarik, D. N., Collins, L. J., (2012). Fostering critical thinking, reasoning, and argumentation skills through bioethics education. PLoS ONE, 7(5). On 21 December 2013 http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0036791 the page is accessed.
• Çalışkan, H. (2015). An investigation into the organization levels of social studies teachers with regard to constructivist learning environments in terms of several variables, Journal of Social Studies Education Research, 6(1), 49-83.
• Demirbağ, M. & Günel, M. (2014). Integrating argument-based science inquiry with modal representations: Impact on science achievement, argumentation, and writing skills. Educational Sciences: Theory & Practice, 14(1), 373-392.
• Doğan, Y. (2016). Hatıratlar (Anılar) ile sosyal bilgiler öğretimi. (Ed.: Halil Tokcan). Sosyal bilgilerde sözlü ve yazılı edebiyat incelemeleri (211-235), Ankara:Pegem Akademi.
• Engle, S. H. (2003). Decision making: The heart of social studies instruction, The Social Studies, 94(1), 7-10.
• Erduran, S., Simon, S., & Osborne, J., (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915-933.
• Freeley, A. J.,& Steinberg, D. L., (2013). Argumentation and debate, critical thinking for reasoned decision making. Wadsworth Cengage Learning.
• Gutierez, S. B. (2015). Integrating socio-scientific ıssues to enhance the bioethical decision-making skills of high school students. International Education Studies, 8 (1), 142-151, doi:10.5539/ies.v8n1p142.
• Halverson, K. L., Siegel, M. A., & Freyermuth, S. K., (2009). Lenses for framing decisions: undergraduates' decision making about stem cell research. International Journal of Science Education, 31(9), 1249-1268.
• Hsu, Y. & Lin, S. (2017). Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment. International Journal of Science Education, 39:7, 964-979, DOI: 10.1080/09500693.2017.1312036.
• Jimenez-Aleixandre, M., (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management, International Journal of Science Education,24(11), 1171-1190.
• Kaya, O. N., (2005). The effect of teaching based on argumentation theory on the achievement of the students related to the particulate nature of matter and conception of the nature of science. (Doctor of Philosophy, Gazi University Institute of Education Sciences, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ the page is accessed.
• Khishfe, R., (2012). Nature of Science and Decision-Making. International Journal of Science Education, 34(1), 67-100.Kim, M., Anthony, R., & Blades, D., (2014). Decision making through dialogue: a case study of analyzing pre-service teachers’ argumentation on socio scientific issues. Research Science Education, 44, 903–926. Kneeland, S. (2001). Problem solving (N. Kalaycı, Çev.). Ankara: Gazi Publishing.
• Kolsto, S. D., (2006). Patterns in students’ argumentation confronted with a risk‐focused socio‐scientific issue. International Journal of Science Education,28(1)4,1689-1716.
• Lee, Y. C., (2007). Developing decision-making skills for socio-scientific issues. Journal of Biological Education, 41(4), 170-177.
• Maloney, J., (2007): Children's roles and use of evidence in science: an analysis of decision‐making in small groups. British Educational Research Journal, 33(3), 371-401.
• Meyer, H. (2018). Teachers’ thoughts on student decision making during engineering design lessons. Education Sciences, 8 (9), 2-11. doi:10.3390/educsci8010009.Milkman, K. L., Chugh, D. & Bazerman, M. H. (2009). How can we decision making be improved?. Perspectives on Psychological Science, 4(4). 379–383.
• National Ministry of Education, (2018). Sosyal Bilgiler Öğretim Programı (İlkokul ve Ortaokul 4, 5, 6 ve 7. Sınıflar). 16 Marc 2018 tarihinde http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=354 the page is accessed.
• Nussbaum, E. M. (2008). Using argumentation Vee diagrams (AVDs) for promoting argument counterargument integration in reflective writing. Journal of Educational Psychology, 100(3), 549- 565.
• Özcan, R., Aktamış, H. & Hiğde, E. (2018). Computational thinking and integrative education (STEAM) in science education, PAU Eğitim Fakültesi Dergisi, 43, 93-106.
• Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
• Savage, T. V.,& Armstrong, D. G., (2000). Effective teaching in elementary social studies. New Jersey: Prentice-Hall, Inc.
• Sevgi, Y., & Şahin, F. (2017). The effects of discussion the socio-scientific subject in the newspaper based on argumentation 7th grades students’ critical thinking, Journal of Human Sciences, 14(1), 156-170. doi:10.14687/jhs.v14i1.4289.
• Siegel, M. A., (1999). Teaching science for public understanding: developing decision-making abilities. (Doctor of Philosophy, University of CaliforniaScience and Mathematics Education, Berkeley).
• Stab, C & Gurevych, I. (2017). Parsing argumentation structures in persuasive essays. Computational Linguistics, 43 (3), 619-659.
• Steele, K., Regan, H. M., Colyvan, M., & Burgman, M. A., (2007). Right decisions or happy decision‐makers?. Social Epistemology: A Journal of Knowledge, Culture and Policy, 21(4), 349-368.
• Tonus, F., (2012). Effect of the argumantation-based teaching to critical thinking and decision making skills on primary students. (Master Thesis, Hacettepe University Institute of Social Sciences, Ankara). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden edinilmiştir.
• Toulmin, S. E., (2003). The uses of argument. Cambridge: Cambridge University Press. University of Massachusetts Dartmouth, Decision-making process. On February 02, 2015 the page is accessed.