Argüman tabanlı bilim öğrenme'nin 6. sınıf öğrencilerinin bilimsel okuryazarlığı üzerine etkisinin incelenmesi ve öğrencilerin argümantasyon şemalarının ve argümantasyon sürecine katılımının ortaya konması

This study examined Argument Based Inquiry impact on 6th grade students' scientific literacy including content knowledge, epistemological beliefs, and science process skills and also portrayed students' argumentation schemes and engagement in argumentation process. Totally, 71 students participated in quantitative part and 35 students participated in qualitative part. Content knowledge tests, epistemological belief questionnaire and science process skill test were used as pre-test and post-test to collect quantitative data. Qualitative data was collected through classroom observations. Data were analyzed by within subject repeated MANOVA, and qualitative data were analyzed using constant comparative analysis. Among the scientific literacy components only participants' content knowledge increased significantly, but epistemological beliefs and science process skills did not change. Five assertions were constructed for students' argumentation schemes. First of all, number of argumentation schemes types increased over time. Secondly, students preferred some argumentation schemes more. Thirdly, data type affected use of argumentation schemes. Next, more active class used more argumentation schemes.v Lastly, most used argumentation schemes varied between classes. Similarly, eight assertions were proposed about students' engagement. Accordingly, students engaged argumentation at most when using evidence cards. They engaged less when they do similar activities. Ideal conditions inhibited their engagement. Students mostly used expositional comments. If students have prior knowledge and evidence cards, they used oppositional comments. Students used information seeking when conducting experiment. Lastly, students did not use co-construction frequently. Finally, more active class engaged argumentation when doing experiment, but less active class engaged argumentation more when using evidence cards. Findings are discussed in detail and suggestions are provided. Moreover, discussion part provides further information about scientific literacy, argumentation schemes and students' engagement in argumentation process.