THE 15TH CONFERENCE OF THE EUROPEAN SCIENCE EDUCATION RESEARCH ASSOCIATION (ESERA), Nevşehir, Turkey, 28 August - 01 September 2023, pp.563
This study investigated two 6th grade classes’ (N=35) engagement in the argumentation
process in the context of matter and heat unit and electricity unit. Data were collected from
whole class discussions. During data collection, class discussions were video-recorded. Data
collection lasted six weeks. Transcribed data were deductively analyzed in this case study using
the codes obtained from Sampson and Clark’s (2011) study. The codes are expositional
comments (e.g., proposing ideas), oppositional comments (e.g., refuting ideas), information
seeking (e.g., asking for further information), and co-construction of knowledge (e.g., adding
ideas). The analysis process included two steps. In the first step, frequency analysis was done
for each week considering four engagement codes. In the second step, assertions were
proposed using the data coming from frequency analysis. The findings of the study revealed
four assertions regarding students’ engagement in the argumentation process. First, the use of
expositional comments dominated the class discussions. Second, students tended to use
oppositional comments when they had prior knowledge and evidence cards are provided to
them. Third, students mainly used information seeking when they conduct the experiments.
Last, co-construction of knowledge was the least used engagement component in the study.
Discussion and implications about assertions regarding students’ engagement in the
argumentation process are also presented.