文章基本信息

标题：The Impact of Argumentation on High School Chemistry Students’ Conceptual Understanding, Attitude towards Chemistry and Argumentativeness
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作者：Ayşe Yalçın Çelik ; Ziya Kılıç
期刊名称：Eurasian Journal of Physics and Chemistry Education
印刷版ISSN：1306-3049
出版年度：2014
卷号：6
期号：1
语种：English
出版社：Moment Publications
摘要：Argumentation activities, which have become prominent in the education literature, are an important process to improve conceptual understanding. According to researchers there is a relationship between the argumentation and conceptual change, and thus argumentation enhances conceptual understanding since an argument deals with disagreement, which is the first step of conceptual change. The purpose of this research is to explore the impact of classroom-based argumentation on high school students’ conceptual understanding of chemistry concepts, their attitude towards chemistry and argumentativeness, and to determine the difference between an experimental and control group, who learned through the traditional teaching approach. A quasi-experimental pretest-posttest control group design was used. It was conducted with 53 students in ninth grade and with the same students in the tenth grade. Implementations lasted 13 weeks in the ninth grade and eight weeks in the tenth grade. The concept tests, attitude scale towards the chemistry course, and argumentativeness scale were applied on both groups. Also, interviews were conducted at the end of each grade with six students from each group. According to analysis results, the experimental group students' conceptual understandings, attitudes towards the chemistry and argumentativeness were significantly higher than those of the control group students’
关键词：argumentation;argumentativeness;attitude;conceptual understanding;high school chemistry students