Lise Öğrencilerinin Bireysel ve Grup Argümanlarının Kalitesinin Karşılaştırılması

Bu araştırmada, lise öğrencilerinin gazlar ünitesinde gerçekleştirdikleri grup argümanların kalitesinin bireysel argümanların kalitesinden nasıl farklılaştığını ve bu farklılığın sebebini ortaya koymak amaçlanmıştır. Karma araştırma yaklaşımına sahip araştırmaya 10. sınıflardan yaşları 13-15 arasında değişen 22 öğrenci katılmıştır. Araştırma; toplamda sekiz hafta sürmüştür. Araştırma verileri, katılımcılar tarafından tamamlanan yazılı argümantasyon etkinliklerinin içerik analizinden elde edilmiştir. Bu etkinlik kâğıtları argümantasyon seviyesi ve argümantasyon puanı rubriğine göre değerlendirilerek grup ve bireysel argümanların seviyeleri belirlenmiştir. Sonuçlara göre işbirliği içindeki gruplarda gerçekleştirilen argümanların kalitesinin bireysel argümanlardan daha kaliteli olduğu ve bu farklılığa bireysel etki ve grup etkisi olarak adlandırılan iki faktörün etki ettiği belirlenmiştir

A Comparison Of The Individual and Group Arguments Of High School Students

This study aims to reveal how and why the quality of high school students’ group arguments differ from the quality of their individual arguments for the chemistry curriculum topic of gases. This mixed-method study was conducted with 22 tenth-grade students between 13 and 15 years of age. The duration of the study was eight weeks. The data were collected from the evaluation of the written argumentation activities completed individually or as a group according to the argumentation level and argumentation score rubric and content analysis of each activity paper. The quality of the arguments of groups working in cooperation was found to be higher than that of the individual arguments, and this difference was found to be affected by two factors: individual effect and group effect

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