The main purpose of this research was to examine how the Argument-Based Inquiry (ABI) approach affects students' science achievement, inquiry skills, and scientific writing skills and to determine what the students thought about the ABI. This study employed an explanatory sequential mixed methods design using a quasi-experimental research method…

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison…

Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentation practices and social gestures in science class and (2) how argumentation practices and social gestures differ between intervention and comparison…

The purpose of this study is to investigate and compare the effects of laboratory experiments and argumentation-based science teaching on science process skills, metacognitive awareness levels, and attitudes towards the science of 4th-grade elementary school students. In this study conducted according to the quantitative research method, a…

The aim of this study is to design an argumentation-based educational digital game to teach the subject of force. Through a design-based research method, each game section includes the argumentation questions that foster students to think about the 'force' subject. We pilot studied the game with 12 grade 4 students in a state primary school. After…

This research aims to analyze the effects of argumentation-based teaching (ABT) on the 4th-grade students' academic achievement, argumentative tendencies and attitude towards science. The universe of the research was 4th-grade students studying in Yigilca district of Düzce province in the 2017-2018 academic year, in Turkey. The sample of the…

Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students'…

Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group…

Providing students with inquiry-oriented learning environments is a major concern in science education. Argumentation discourse can enhance the effectiveness of inquiry-oriented learning environments. This study seeks the trace of argumentation in Turkish Elementary and Secondary Science Curriculum developed by the Turkish Ministry of Education…

Many teachers have developed "tried and true" lessons that they look forward to teaching-- mystery powders is one that these authors like. Originally part of the Elementary Science Study curricula in the 1960s, there are now many different versions of this well-known activity in which students examine physical and chemical properties of…

As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores…

Teaching argumentation with appropriate activities and strategies would support a wide range of goals in science education. Though science labs have been suggested and employed for argumentation activities, such educational expenditures are likely to be beyond the means of most schools in under-resourced areas. Due to the lack of appropriate…

While most of us probably don't think of teachers as scientists, the truth of the matter is that teachers actually follow many of the scientific processes that scientists use to help them be effective. Teachers have to find ways to measure student learning and to use that measurement to inform their teaching practices. They need to know what…

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of…

This article examines the role of argument in the science classroom and how it can be used to help students develop science process skills (e.g., using evidence to defend a point of view) and literacy process skills (e.g., using language precisely to express a particular point of view and extending these understandings through the use of…