Studying fifth grade students’ argumentation on factors affecting dissolving (Master thesis)

Αγγελούδη, Αναστασία

The international educational community has shown an increasing interest in scientific argumentation in the past two decades. This interest has been especially visible in the science education community. The development of scientific argumentation by students in science teaching contributes effectively to learning. The students’ ability to develop scientific arguments is influenced among others by the understanding of the subject for which the argument is developed. Better students’ conceptual understanding of a topic leads to the production of more qualitative arguments on the subject. The present research is focused on the study of the contribution of a teaching intervention on fifth-grade primary school students’ argumentation ability about factors that influence the solubility of a solid in a liquid solvent. A combination of quantitative and qualitative methods was followed for this research. Specifically, the research design was based on a pre-experimental design of one experimental group with pre and post control and on a quasi experimental design. The data were collected through tests, before and after the teaching intervention, in which 27 students took part, as well as through carrying out interviews with 12 students, in order to clarify those investigated in the tests. Data analysis showed that before the teaching intervention, the frequency with which students produce components in their arguments is moderate and the quality of these components is quite low, whereas after the teaching intervention, the frequency with which students produce components to their arguments is high and the quality of these components remains low. In addition, the students’ argumentation ability after the teaching intervention is significantly better than their argumentation ability before the teaching intervention. Finally, students who were taught the particle theory of matter have significantly better argumentation ability compared with students who were not taught it
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Physical sciences--Study and teaching (Primary)
Keywords: Φυσικές επιστήμες,Διάλυση,Σωματιδιακή θεωρία,Science education,Dissolving,Particle theory

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