Scientific argumentation based learning increases students' willingness to participate in discussions.¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experiment students' corrected post-test mean on the argumentation survey (71.14) was significantly higher than the control group's (66.78). → Balci 2016

Evidence¶

Balci 2016¶

Balci, C. & Yenice, N. (2016). Effects of the scientific argumentation based learning process on teaching the unit of cell division and inheritance to eighth grade students. Journal of Education in Science, Environment and Health (JESEH), 2(1), 67-84. https://eric.ed.gov/?id=EJ1105345

q3 · i? · causal · r1

ANCOVA on the Argumentation Test (Infante & Rancer, 1982) controlling for pretest scores showed the experiment group's corrected post-test mean (71.14) was significantly higher than the control group's (66.78), indicating greater willingness to participate in discussions.

"Table 6 indicates that when the pre -test scores of the groups are controlled there appears a statistically significant difference between the corrected mean post -test scores of the groups (F (1,74)= 10.264, p< .05)."

Discussion¶

Related Claims¶

• Scientific argumentation based learning significantly improves eighth-grade students' academic achievement in the unit of cell division and inheritance compared to traditional teaching. — related
• Participating in argumentation-based lessons increases students' willingness for argumentation — related