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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The most frequently cited negative aspect was problems in the discussion process, including impatience and conflicts among friends. → Akbaş 2019 q2 i? Students found concept cartoons and a migration story the most difficult activities, mainly due to difficulties in creating arguments. → Akbaş 2019 (2)

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 · r2

Content analysis of interviews about negative sides of the implementation (Table 10): having problems in discussion process (f=6), difficulties due to inexperience at the beginning (f=3), and one student reporting no negativity.

"Students emphasized that they had problems, especially in the discussion process. While the students stated that they experienced difficulties due to their inexperience at the beginning of the implementation process, one student indicated that she/he had no negativity."

Akbaş 2019 (2)¶

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? · qualitative · r2

Interview question on difficulties experienced (Table 15): difficulties in creating arguments for concept cartoons (f=4) and a migration story (f=1); three students stated they experienced no difficulties.

"Table 15 shows that students had difficulties in a migration story and the concept cartoons activities. Five students identified that they had difficulties in creating arguments during these activities and two students did not give any reasons why they had difficulties."

Discussion¶

Related Claims¶

• Students most liked the competing theories, news, and concept cartoon activities because these made creating and defending arguments easier — reports the opposite
• 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
• Students' group communication during concept cartoon© lessons depended mainly on the teaching topic, and scientific terms were never used — related