Evaluation of students' success, argumentation skills and environmental attitudes through argumentative outdoor educational activities

This study was carried out to evaluate the academic success, argument skills and attitudes towards the environment of primary school 3rd grade students through argumentative outdoor education activities. The study was designed according to the exploratory sequential mixed design, one of the mixed research designs. The quantitative dimension of the study was quasi-experimental design with pre-test post-test control group; the qualitative dimension consists of the holistic multiple case study design. The study was carried out with 59 students studying in the 3rd grade of primary school. The study group consists of two experimental and one control groups. Lessons were conducted with the control group, as prescribed by the Ministry of National Education, bu applying argumentative outdoor education activities. The practices were carried out with experimental groups for six weeks in outdoor environments; in the control group, it was carried out in the students' own classrooms. Quantitative data of the study were collected through Journay to the World of Living things/Livins Beings and Life Subject Area Achievement test and Environmental Attitude Scale towards Primary School Students; while qualitative data were collected through semi-structured interviews, teacher and outside observer process evaluation forms, student activity evaluation form and argumentative scenarios. Quantitative data collection tools as pre-test and post-test; students activity evaluation forms and argumentative scenarios every week after the activites; semi-structured interviews, teacher and external observer process evaluation forms were applied after the activities were completed. As a result of the study, it was seen that the applied outdoor and argumentative outdoor class education activities were effective in increasing the academic achievement of the students and improving their attitudes towards the environment. Likewise, educational activities carried out in outdoor environments allow students to learn easily and to realize concrete learning; it has been revealed that it contributes to the development of communication skills, sense of responsibility and self-confidence. As for the development of argumentation skills, it was observed that the use of the argumentation technique in the teaching process did not cause a significant difference in primary school 3rd grade students, and the students were insufficient in using the argumentative elements necessary to defend their own thoughts due to their cognitive levels.