Ortaokul öğrencilerinin bilimsel argümantasyon becerilerinin gelişiminin incelenmesi

The purpose of this study is to examine the development of scientific argumentation skills of middle school students at three grade levels. In addition, the change in students' scientific argumentation skills in different science contexts (Physical Science, Earth and Space Science, Life Science, Socioscientific Issues) was also investigated. The participants of the study consisted of 80 students from Grade 5 (27), Grade 6 (26) and Grade 7 (27). In accordance with the objectives of this cross-sectional study, a basic qualitative research design, one of the qualitative research approaches, was adopted. The data of the study consisted of the participants' individual and written responses to four different argumentation tasks and semi-structured follow up interviews. The data obtained were analyzed with constant comparative analysis method and the argumentation elements identified were coded. Two different argumentation frameworks were used in accordance with two different research questions and students' achievements in scientific argumentation skills were determined according to the criteria for levels. When the findings of the first research question were analyzed, it was observed that there was a significant improvement in students' scientific argumentation skills from Grade 5 to Grade 6. However, although they were the only group that reached the highest argumentation level among the other groups, it was observed that Grade 7 students had lower skills compared to Grade 6 students. The main reason for this finding was discussed by presenting the problems 7th grade students had in constructing opposing arguments and various reasons. As another finding, it was revealed that the topic that students had the most difficulty in forming arguments was physical science, followed by the earth and space science, and they formed higher level arguments in socioscientific issues and life science contexts. The findings of the study provide implications that can contribute to science education literature, science education practices and the development of assessment and evaluation tools.