2023 Cilt 22 Sayı 3

Permanent URI for this collectionhttps://hdl.handle.net/11452/38693

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    Argumentation-based learning and P4C approach: A seventh-grade study on socio-scientific issues
    (Bursa Uludağ Üniversitesi, 2023-08-29) Güler, Oya; Şengül, Ahmet Asım
    This study examined the effectiveness of argumentation-based learning and P4C (Philosophy for Children) approach in teaching socio-scientific issues to seventh-grade students. A total of 23 students were involved in the study, where science lessons were conducted using documents developed with argumentation-based learning activities. The study lasted for one academic year. Qualitative data were collected through individual interviews with students in the experimental group at the end of the academic year, and the data were analyzed using thematic analysis. The results of the study indicated that the combination of P4C and an argumentation-based learning approach was effective in developing students' argumentation, evidence-based thinking, and decision-making skills. The themes that emerged from the data included improved critical thinking skills, increased interest and motivation, and greater awareness of the complexity of socio-scientific issues. These findings align with previous research on the benefits of argumentation-based learning.The study highlights the importance of incorporating P4C and argumentation-based learning approaches in science education to enhance students' critical thinking skills and prepare them to make informed decisions in real-world contexts. By engaging students in philosophical discussions and encouraging them to construct arguments based on evidence, educators can empower students to think critically, analyze complex issues, and develop a deeper understanding of socio-scientific topics. These skills are vital for fostering active and informed citizens who can tackle societal challenges with thoughtful consideration and rational decision-making.
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    Examination of the effect of prospective preschool teachers' epistemological beliefs on their views on teaching philosophy with children
    (Bursa Uludağ Üniversitesi, 2023-07-10) Türitoğlu, Gizem; Kutluca, Ali Yiğit
    The main purpose of this study is to determine how pre-school teacher candidates' epistemological beliefs affect their views and conceptualizations about teaching philosophy with children. The secondary aim is to determine the epistemological belief levels of preschool teacher candidates. In order to achieve these goals, a mixed method, which combines qualitative and quantitative research methods, was used. The research was carried out with 52 participants studying in the field of pre-school education at a foundation university affiliated to YÖK in Istanbul. First, the Epistemological Belief Scale for Learning was applied to the participants in order to reach quantitative data, and the results were analyzed through descriptive statistics. Three subgroups of three persons (lower, middle and upper epistemological profiles) were formed within the framework of the epistemological belief scores reached. Opinion form for learning philosophy with children was applied to the sub-samples. In order to analyze the qualitative data obtained, an inductive content analysis was carried out through the continuous comparison method. Within the scope of the analysis results, it is seen that the average of epistemological belief scores of preschool teacher candidates is higher than the general average of the scale. At the same time, it is seen that pre-school teacher candidates with high epistemological beliefs emphasize the vision of science literacy within the scope of teaching philosophy with children, thinking skills, sense of curiosity, and child-centered approaches.The results were discussed within the framework of the relevant literature and suggestions were made in this context.