Investigation of a Pattern between Students' Engagement in Argumentation and Their Science Content Knowledge: A Case Study

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. Par...

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Bibliographic Details
Published in:Eurasia journal of mathematics, science and technology education science and technology education, 2009, Vol.5 (1), p.63
Main Authors: Eskin, Handan, Ogan-Bekiroglu, Feral
Format: Article
Language:English
Subjects:
Case Studies
Correlation
Discourse Analysis
Foreign Countries
Grade 10
Interviews
Learning Strategies
Persuasive Discourse
Physics
Protocol Analysis
Science Achievement
Science Instruction
Scientific Concepts
Turkey
Video Technology
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Summary: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. (Contains 4 tables and 1 figure.)
ISSN:1305-8223
1305-8223
DOI:10.12973/ejmste/75257