The effect of argumentation-based sociobiological topic teaching on 7th grade students' argumentation levels, decision-making skills and decision-making styles

Abstract

The aim of this study is to investigate the effects of argumentation -based activities on students' argumentation levels, decision-making skills and decision-making styles in socioscientific topics. The study was conducted with 23 students at the 7th grade. An Argumentation Assessment Rubric was used to measure the level of argumentation. The students' answers were scored according to the rubric, and it was seen that they used argument elements more easily in the process. and most of them were able to write at least one rebuttal. Decision-Making Skills Assessment Rubric was used to measure their decision-making skills. Students' responses to the activities were evaluated and scored according to the rubric, and it was observed that there was a positive and statistically significant relationship between the argument levels and decision-making skills in line with the scores students received from both rubrics. In addition, the Decision-Making Styles Scale (DSS) was used to determine students' decision-making styles. The scale was applied as a pre -test and post -test, and it was seen that argumentation activities had a positive effect on the rational decision-making style of the participants, while they had a negative effect on the reduction of intuitive and dependent decision-making styles.