文章基本信息

标题：Analysis of the Contribution of Argumentation-Based Science Teaching on Student Success and Retention
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作者：Şafak Ulucınar Sağır ; Ziya Kılıç
期刊名称：Eurasian Journal of Physics and Chemistry Education
印刷版ISSN：1306-3049
出版年度：2012
卷号：4
期号：2
语种：English
出版社：Moment Publications
摘要：Observing the argumentation of a scientific event and understanding skill is an important component of scientific literacy. In this paper, the effect of lecturing with scientific-oriented activities in science classes on student success and the retention of knowledge has been analyzed. The study was conducted between 2006 and 2008 academic years in an elementary school in Amasya, Turkey. The study employed a quasy experimental research method. Argumentation based teaching method was used in experimental group. Traditional teaching method was used in control group. It has been found out that there was a significant different in favor of the experimental group in terms of student success and the retention of knowledge. When 8 th grade experimental groups of the two years were compared, no significant difference was detected between student success rates; however, the scores of second year 8 th grade experimental group were found to be higher.
关键词：Argumentation, science education, primary school, student success, success retention