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Argument-Based Inquiry Approach Essay

1734 Words7 Pages

The Impact of Argument-Based Inquiry Approach on Fourth Grade Students’ Achievement in the Effects of Force Unit

Serpil KARA, Serkan YILMAZ, Sevgi KINGIR

Keywords: Argument-based inquiry, Academic achievement, Force, Fourth class, Quality of argument

Description of the paper – e.g. topic, research question, objective, purpose, value, conceptual or theoretical framework, state of the art:

Rapid developments in the field of science and technology increased the importance of science education and thus it is aimed to develop research and inquiry skills of citizens through renewed education programs. Instead of conveying existing information, it is aimed to train a generation who investigate, examine, inquire, obtain a result from these …show more content…

(2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 14(5), 1745–1765.
Bağ, H., & Çalık, M. (2017). A thematic review of argumentation studies at the K-8 level. Education and Science, 42(190), 281–303.
Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K–12 science contexts. Review of Educational Research, 80(3), 336–371.
Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5–7 and 10 students in science classrooms. Research in Science Education, 40(2), 149–169.
Duran, M. (2015). The effect of activities based on inquiry-based learning approach on students inquiry learning skills. The Journal of Academic Social Science Studies, 32, 399–420.
Frankel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill Inc.
Green, S. B., & Salkind, N. J. (2014). Using SPSS for windows and Macintosh: Analyzing and understanding data. New Jersey: Upper Saddle …show more content…

W., & Yang, E. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131–149.
Hohensell, L. M., & Hand, B. (2006). Writing–to–learn strategies in secondary school cell biology: A mixed method study. International Journal of Science Education, 28(2–3), 261–289.
Kabataş-Memiş, E. (2017). Analysis of the theses written on argumentation in Turkey: A meta-synthesis. Cumhuriyet International Journal of Education, 6(1), 47–65.
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065–1084.
Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
Ministry of National Education [MoNE] (2017). Fen bilimleri dersi öğretim programı [Elementary science curriculum]. Ankara: Head of the Board of Education. Retrieved from http://mufredat.meb.gov.tr/Dosyalar.
Norton-Meier, L., Hand, B., Hockenberry, L., & Wise, K. (2008). Questions, claims, and evidence: The important place of argument in children’s science writing. Portsmouth, NH:

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