Students most liked the competing theories, news, and concept cartoon activities because these made creating and defending arguments easier¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students ranked competing theories, news, and concept cartoons as their favorite ABSL activities, citing easier argument creation and better expression of ideas. → Akbaş 2019

Evidence¶

Akbaş 2019¶

Akbaş, Y.; Şahin, İ. F.; Meral, E. (2019). Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students' Views. Review of International Geographical Education Online (RIGEO), 9(1), 209-245. https://doi.org/10.33403/rigeo.529139

q2 · i? · causal · r1

Interview question on favorite activities (Table 14): competing theories (creating arguments easier f=4, reflecting ideas better f=3, commenting better f=2), news (f=3 and f=3), concept cartoons (f=1), from the 10 interviewed students.

"As indicated in Table 14, the students specified that they liked the activities of competing theories, news, and concept cartoons respectively since they could create arguments easier, reflect ideas better, and comment on claims better."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Students reported difficulties with the ABSL implementation, most commonly problems in the discussion process and difficulties creating arguments in concept cartoon and migration story activities — reports the opposite
• Students' written opinions indicated they enjoyed concept-cartoon lessons, attended more, and came to believe they could understand mathematics — related
• Students reported that ABSL activities helped them understand subjects better, learn permanently, become more active, and increased their interest and attitudes towards social studies — related