ETKİN BİR FEN ÖĞRETİMİ İÇİN TARTIŞMACI SÖYLEV

Bu çalışmada, son yıllarda fen eğitimcileri tarafından bir öğretim yaklaşımı olarak önerilen tartışmacı söylevin, teorik temelleri ve fen eğitimi açısından önemi ele alınmıştır. İlk olarak, tartışmanın toplumsal hayatımızdaki önemi ve literatüre dayalı farklı tanımları verilmiştir. İkinci olarak, fen eğitimcileri tarafından en sık kullanılan model olan Toulmin?in tartışma modeline göre, bir argümanı oluşturan öğeler ve bu öğeler arasındaki ilişkiler açıklanmıştır. İlköğretim öğrencilerinin bazı temel fen konuları kapsamında oluşturdukları argümanlar, Toulmin?in modeline göre analiz edilmiş ve modelin sahip olduğu genel sınırlılıklar özetlenmiştir. Tartışmacı söylevin özellikle fen sınıflarında öğrencilerin anlamlı öğrenmesini, araştırma kabiliyetlerini ve bilimin nasıl işlediğiyle ilgili görüşlerini nasıl geliştireceği literatür verilerine dayalı tartışılmıştır.

Argumentative Discourse for the Effective Teaching of Science

This study presents the theoretical foundations of argumentation that science educators have recently suggested using as teaching approach of science, including its importance for science education. First, argumentation is discussed with respect to the significance of its social relations, and different definitions of argumentation in the literature are presented. Second, the components of an argument and relationships among its components are explained according to Toulmin‟s argument scheme that science educators have mostly used. Arguments that elementary school students made based on fundamental science topics are analyzed using Toulmin‟s argumentation model, and the limitations of the model are summarized. How argumentative discourse can improve students‟ meaningful learning, investigation capability and views of epistemology of science is discussed based on the literature findings

Keywords:

Science education Argumentative discourse, Toulmin‟s argument scheme,

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