Sosyobilimsel Konu İçerikli Alan Gezilerinin İlköğretim Öğrencilerinin Argümantasyon Nitelikleri Üzerine Etkisi

Bu araştırmada, sosyobilimsel konu içerikli alan gezilerinin ilköğretim öğrencilerinin argümantasyon nitelikleri üzerindeki etkisi araştırılmıştır. Çalışma grubunu, 7. sınıfta öğrenim gören 31 ilköğretim öğrencisi oluşturmaktadır. Araştırma kapsamında termik, rüzgâr ve hidroelektrik santrallerine alan gezileri düzenlenmiştir. Alan gezilerinin ardından öğrenciler gruplar halinde santrallere ait bilimsel modeller tasarlamıştır. Santral gezileri öncesinde ve sonrasında bireysel olarak yazılı argümantasyon formlarını tamamlanmıştır. Yazılı argümantasyon formları argümantasyon rubriğine göre analiz edilmiştir. Verilerin analizi sonucunda öğrencilerin alan gezileri öncesinde ve sonrasında çoğunlukla 2. seviyede iddia sunabildiği görülmüştür. Ayrıca her gezi sonrasında 1. seviyede kanıt ve muhakeme sunan öğrenci sayısının düştüğü 2., 3. ve 4. seviyelerde kanıt ve muhakeme sunan öğrenci sayısının yükseldiği tespit edilmiştir. Bu bulgulara dayanarak sosyobilimsel konu içerikli alan gezilerinin öğrencilerin üst düzey düşünme becerilerinden olan argümantasyon yeteneklerini geliştirdiği tespit edilmiştir. Araştırmanın öğretmenlere ve araştırmacılara fen bilimleri ve çevre eğitiminde sosyobilimsel konu içerikli alan gezilerinin ve öğrenci merkezli etkinliklerin kullanılması noktalarında rehberlik edeceği düşünülmektedir.

Anahtar Kelimeler:

Sosyobilimsel Konular, Alan Gezisi, Argümantasyon, İlköğretim Öğrencileri

The Effect of Socioscientific Issues Based Field Trips on Elementary School Students’ Argumentation Quality

In this study, the effect of socioscientific issues based field trips on students’ argumentation quality was investigated. The participants were 31 seventh grade students. One group pre-test post-test model was used. Field trips to thermal, wind and hydroelectric power plants were conducted. Students developed scientific models related to power plants and completed written argumentation forms individually. These forms were evaluated according to the argumentation rubric. Results showed that students could present their claims at the second level before and after field trips. We also determined a decrease in the number of students presenting evidence at the first level and an increase in the number of students presenting the second and third level of evidence and reasoning. We may claim that socioscientific issues based field trips could improve students’ argumentation quality. We also suppose that this study would guide teachers, researchers in terms of implementation of socioscientific issues based field trips.

Keywords:

socioscientific issues, field trips, argumentation, elementary school students,

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