Investigate the effect of argumentation-promoted interactive simulation applications on students' argumentation levels, academic achievements, and entrepreneurship skills in science classes

Canoz G. M., Uçar S., Demircioglu T.

THINKING SKILLS AND CREATIVITY, cilt.45, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 45
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1016/j.tsc.2022.101106
  • Dergi Adı: THINKING SKILLS AND CREATIVITY
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Psycinfo
  • Anahtar Kelimeler: Entrepreneurship, Simulation, Argumentation, Science education, Virtual laboratory, LEARNING-ENVIRONMENT, EDUCATION, CHALLENGES, ENTERPRISE, QUALITY, SUPPORT
  • Çukurova Üniversitesi Adresli: Evet

Özet

This research investigates the effect of argumentation-promoted interactive simulation applications on academic achievements, argumentation levels, and entrepreneurship skills of 7th-grade students in a science class. The research has a quasi-experimental design which includes two groups one is experimental and the other one is control. The research data were collected by academic achievement test, entrepreneurship skills scale, and argumentation test. Mann-Whitney U test and descriptive statistics analysis were used to analyze the data. The sample includes middle school students who study in a public school. It has been found that the academic achievement, entrepreneurship skills, and the formation dimension of the argumentation were statistically significantly different although no statistically significant difference was found in the dimension of Objection to the arguments.