The Effect of Scientific Argumentation on Students' Understanding of Photosynthesis and Respiration Concepts

The purpose of this study is to determine the effect of activities developed according to scientific argumentation on understandings of 8th grade students' photosynthesis and respiration concepts. A quasi experimental design was applied. The pilot study was carried out in 2017-2018 academic year and the main study was carried out in 2018-2019 academic year with the number of 40 students. Educational Informatics Network (EIN) and teaching methods and techniques which were suggested in Science curriculum were applied in control group. For the treatment group, activities based on The Toulmin's Model of Argument and Educational Informatics Network (EIN) were used. Worksheets which were prepared according to scientific argumentation were engaged in treatment group's activities. Content validity of the developed activities was ensured by an expert in science teaching and two science teachers. Data was drawn from Photosynthesis and Respiration Concept Test (PRCT) which involved open-ended and two phased questions. The measurement tool was conducted as a pretest, post-test and delayed test in groups. Findings from the study showed that there was no significance difference between the achievement of treatment and control group however, treatment group had greater progress on learning human-food and human-energy relationships, the purpose of photosynthesis and respiration. It was also seen that students in treatment group showed greater performance while explaining topics in detail and expressing cause and effect relationships of concepts.