International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2014, Vol. 10(1) 59-72

Impact of Model-Based Teaching on Argumentation Skills

Feral Ogan-Bekiroglu, & Deniz Eren Belek

pp. 59 - 72

Publish Date: February 15, 2014  |   Single/Total View: 135/452   |   Single/Total Download: 198/712

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Abstract

The purpose of this study was to examine effects of model-based teaching on students' argumentation skills. Experimental design guided to the research. The participants of the study were pre-service physics teachers. The argumentative intervention lasted seven weeks. Data for this research were collected via video recordings and written arguments. Results show that construction of concrete models and using them in their discussions and explanations provide learners with more quality (accurate, consistent, appropriate, and relevant) arguments. In addition, models' quality affects the number of claims, evidences and reasoning that are produced during argumentation. The closer learners' models are to the real situations, the more argument components they generate.

Keywords: Model-based teaching, argumentation, pre-service teachers

How to Cite this Article?

APA 7th edition
Ogan-Bekiroglu, F., & Belek, D.E. (2014). Impact of Model-Based Teaching on Argumentation Skills. International Journal of Progressive Education, 10(1), 59-72.

Harvard
Ogan-Bekiroglu, F. and Belek, D. (2014). Impact of Model-Based Teaching on Argumentation Skills. International Journal of Progressive Education, 10(1), pp. 59-72.

Chicago 16th edition
Ogan-Bekiroglu, Feral and Deniz Eren Belek (2014). "Impact of Model-Based Teaching on Argumentation Skills". International Journal of Progressive Education 10 (1):59-72.

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