![]() ![]() Writing abilities, and also they were more motivated to learn. At the interviews with the students ofĮxperimental groups, the students expressed that they better understood the subjectsĭelivered with ABSL practices, they actively participated in the lesson, they improved their Increasing their academic achievement, by enhancing their attitude towards biology lesson,Īnd by improving their skills of critical thinking. Positively affected students’ achievement, attitude and critical thinking abilities by The results of the study shows that ABSL approach has Besides, semi-structured interviews were held with the teachers and This, to the experimental groups, ABSL Activities Evaluation Scale was implemented at theĮnd of the study. Were implemented to the students in both experimental and control groups. At the beginning and at theĮnd of the study, achievement test, Cornell’s Critical Thinking test, Biology Attitude scale Gender and their grades (high school entrance exam grades). Were randomly chosen from four classes which had been balancedly designed in terms of Students at an Anatolian high school in Bolu. The study was carried out with 136 ninth grade The model used in this research is experimentalĭesign with pre-test post-test control group. In addition, it is aimed to study the studentsĪnd teachers’ views on ABSL practices. Their attitude towards the subject of Biology. Learning Approach on students’ academic success, their skill of critical thinking, and on The purpose of this study is to examine the effects of Argumentation Based Science In addition, some sub-headings will follow the main headings. ![]() These are development of argumentation theory, argumentation approaches, argumentation models used in science education, student’s role in argumentation, teacher’s role in argumentation, activities that create an argumentation environment, difficulties associated with the implementation of the argumentation in the learning environment and scientific argumentation respectively. In order to achieve this purpose, this topic will be reviewed under seven main headings within the current study. ![]() Therefore, the purpose of this study is to conduct a synthesis study on argumentation in science education. When it comes to scientific practices, educational reforms highly emphasize scientific practices such as argumentation in science education. Simultaneously, science education practice has focused on the development of scientific thinking skills which are associated with scientific inquiry rather than memorization skills. In current educational research, there is an increasing acceptance among researchers to emphasize that students must be educated on scientific ways of thinking. Outro elemento fundamental na realização da sequência foi o papel do professor, considerando as diferentes dinâmicas de suas ações, como decorrência da situação-problema desenvolvida e dos objetivos pedagógicos. Esse processo teve alto grau de inferência e o contexto foi essencial na distinção entre as práticas. A partir da análise, identificamos o envolvimento dos estudantes em nove práticas epistêmicas. As atividades foram gravadas em áudio e vídeo, resultando em sete episódios de ensino, transcritos e analisados por meio dos Processos Argumentativos e das Práticas e Movimentos Epistêmicos. A sequência, planejada para o contexto da pesquisa, foi realizada com estudantes do primeiro período do curso de Licenciatura em Física. ![]() Também identificamos práticas epistêmicas mobilizadas pelos estudantes e o papel do professor nesse processo. Nesta pesquisa, analisamos as interações discursivas que emergem em sala de aula durante o desenvolvimento de uma sequência de ensino sobre os conceitos de espaço e tempo, no âmbito da Teoria da Relatividade Restrita (TRR). ![]()
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