Students reported that ABSL activities helped them understand subjects better, learn permanently, become more active, and increased their interest and attitudes towards social studies¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewed students said ABSL practices helped them express ideas, understand lessons better, become more active, and learn with fun. → Akbaş 2019 q2 i? Students reported positive changes in interest and attitudes towards social studies, with no negative or no-change responses. → Akbaş 2019 (2) q2 i? Students attributed their success in social studies to permanent and easier learning under the ABSL approach. → Akbaş 2019 (3)

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 semi-structured interviews with 10 experimental-group students selected by maximum variation purposive sampling. Categories included expressing ideas (f=4), understanding the lesson better (f=4), becoming more active (f=4), and learning with fun (f=3).

"As seen in Table 8, students expressed their opinions better, understood the lessons better, became more active in the class, learned subjects with fun, and learned the subjects with cause and effects relations through the ABSL approach."

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? · causal · r2

Interview question on interest and attitudes; content analysis found positive-change categories: more fun lesson (f=6), meaningful lesson (f=2), facilitating communication (f=2), ensuring critical thinking (f=1). "Students did not state any negative changes and no change ideas."

"Based on students’ responses to the question about the effects of the ABSL approach implemented course process on their interest and attitudes towards social studies, it is noteworthy that there were positive changes in students' interest and attitudes tow ards social studies after implementation."

Akbaş 2019 (3)¶

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

Interview question on effects on success in social studies; permanent learning was cited by 8 students and easier learning by 3 students in the content analysis of the 10 interviews.

"As specified in Table 13, the ABSL approach did positive impacts on students’ success in social studies course since the approach provided opportunities for permanent and easier learning."

Discussion¶

Related Claims¶

• Students most liked the competing theories, news, and concept cartoon activities because these made creating and defending arguments easier — related
• 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 — related
• Students most often attributed OrCheTaboo's contribution to retention in learning, followed by fun learning, association between concepts, and increased motivation — a narrower finding that bears on this claim
• Students reported cognitive benefits of case-based learning, with CBL2 frequencies higher but time-management problems reported — related
• Treatment students evaluated the lessons positively, reporting that the classes helped them master the second conditional — related
• Scientific argumentation based learning improves student attitudes toward the science and technology course on the positive attitude and interest dimensions, but not on negative attitude or importance. — related
• Students in the situated learning environment reported mostly positive perceptions, including improved communication, pronunciation, learning, and motivation — related