A case study on argumentation based teaching

This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacy of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.

Argümantasyona dayalı öğretime ilişkin bir durum çalışması

Bu çalışmada; öğrencilerin argümantasyona dayalı öğretim sürecinde yaşadıklarının ve bu uygulamaya yönelik görüşlerinin incelenmesi, yanı sıra öğretmen günlüğünden elde edilen verilerle süreçte yaşanan olumlu ve olumsuz durumların, argümantasyona dayalı öğretimin öğrenciler üzerindeki etkilerinin analiz edilmesi amaçlanmıştır. Bütüncül tek durum desenindeki çalışmanın katılımcıları, Marmara Bölgesindeki bir devlet okulunda 11. sınıfa devam eden on dört öğrencidir. Veriler, yarı yapılandırılmış görüşme formu ve öğretmen günlüğüyle elde edilmiştir. Araştırmada argümantasyona dayalı öğretimin katılımcılar tarafından genel olarak olumlu bulunduğu belirlenmiştir. Argümantasyona dayalı öğretimin eğlenceli ve etkili oluşu, düşüncelerin rahatça ifade edildiği bir ortamda ezbere gerek olmadan öğrenmeyi sağlayışı sıklıkla ifade edilmiştir. Öte yandan, ders süresinin etkinlikleri gerçekleştirmede yetersiz oluşu ve süreçte öğrenciler arasında zaman zaman çatışma yaşanması da katılımcılar tarafından belirtilen olumsuz yönler olarak dikkat çekmiştir.

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