The Effects of Argumentation Based Science Learning (ABSL) Approach on Students’ Science Achievements
Metadatos
Mostrar el registro completo del ítemEditorial
Universidad de Granada
Materia
ABSL Science achievement Brochure Report
Fecha
2022-06-01Referencia bibliográfica
Gülşen Koçak,Sabriye Seven (2022). The Effects of Argumentation Based Science Learning (ABSL) Approach on Students’ Science Achievements Journal for Educators, Teachers and Trainers, Vol. 13(2). 102 – 101. DOI: [10.47750/jett.2022.13.02.009]
Resumen
The study aims to determine the effect of using argumentation-based science learning approach
(ABSL) on science achievement of the 6th grade students in teaching three different units of science
lesson including biology, chemistry and physics. The study was conducted with 55 sixth grade
students from three different classes. In this study, quasi-experimental research design, one of the
experimental research designs was preferred. The classes were assigned randomly as two
experimental groups and one control group. While ABSL approach supported by brochure
production and report writing was used in the experimental groups, the current curriculum was used
in the control group. Science achievement test was applied as pretest and posttest. Mixed Between-
Within Subjects ANOVA was used in the analysis of the data. According to the posttest results
obtained from the study; it was found out that in biology unit, the experimental group supporting
ABSL with brochure was more successful than the control group, there was no difference between the
group supporting ABSL with report and the control group; in chemistry unit, there was no difference
between the groups and in physics unit the experimental groups were more successful than the
control group. The results showed that ABSL approach supported by brochure increased 6th grade
students’ academic achievement in biology unit, and ABSL approach supported by both brochure and
report increased their academic achievement in physics unit.