Analysis of argument structures of secondary school students in a technology supported learning environment according to the Toulmin Model

In order to produce an assumption, argumentation must be performed. The evidence arises from a specific argumentation. In this study, it is aimed to determine the argumentation structures of the students in the technology-supported learning environment, to determine the effect of argumentation in this process on the analysis and the transition to evidence. Toulmin model was used in the analysis of argumentation and proof process. In a secondary school in Eskişehir, 6 students selected from 7th grade students were formed in groups of two and the research was conducted. The students implemented the activities designed in Cabri Geometry II in TI-Nspire CAS software with tablet. The audio and video recording of the students' conversations with each other and with the researcher during the process of applying the activity and the answers to the activity questions, the notes taken by the researcher during the implementation of the activities, and the application files in which they record the activities made with the screen recording program on the tablet are data collection tools. After determining the argumentation and proof processes from the data obtained by data collection tools, the argument structures were determined according to the Toulmin model. When the findings of the study were analyzed, it was found that argument structures changed according to different acquisitions in the activity, and the reasons of students' argument structures differ according to their use of technology.