A Thematic Review of Argumentation Studies at The K-8 Level

Creative Commons License

Bag H., Calik M.

EGITIM VE BILIM-EDUCATION AND SCIENCE, vol.42, no.190, pp.281-303, 2017 (SSCI) identifier identifier

  • Publication Type: Article / Review
  • Volume: 42 Issue: 190
  • Publication Date: 2017
  • Doi Number: 10.15390/eb.2017.6845
  • Journal Name: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.281-303
  • Keywords: Argumentation, K-8 level, Scientific discourse, Science education, Thematic review, MIDDLE SCHOOL STUDENTS, SCIENTIFIC ARGUMENTATION, SCIENCE, CLASSROOM, KNOWLEDGE, INQUIRY, CONTEXT, EDUCATION, SKILLS, IMPACT
  • Recep Tayyip Erdoğan University Affiliated: Yes

Abstract

This research aimed to thematically review the argumentation studies at the K-8 level from 2006 to 2016. Given the criteria 'the K8 level and a period of 2006-2016' for the argumentation studies, relevant databases yielded a total of 73 articles and 9 theses. These studies were exposed to thematically content analysis via such parameters as aim, method/design, sample, data collection, data analysis, subject employed for argumentation, type of used argumentation, argumentation model, general knowledge claim and recommendation. The results indicated that most of the argumentation studies examined the effect of argumentation on student achievement and attitudes towards science. Also, these studies under investigation mostly used experimental research design while generally preferring scales and audio-video records for data collection tools. Moreover, the argumentation activities were mostly developed in 'physics' topics and middle school level. The results of the current study suggest to deploy different methods (e.g. argumentation accompanied with gamification) to improve argumentation skills from primary school level.