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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| SCIENCE TEACHING (MASTER) (WITH THESIS) | |
| Code | FBE715 |
| Name | argumentative discourse in practise in science teaching and learning process |
| Term | 2025-2026 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. PINAR FETTAHLIOĞLU |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
This course aims to introduce the theoretical foundations and classroom applications of the argumentation approach in science teaching. The focus will be on instructional strategies that promote students’ scientific reasoning, evidence-based thinking, and critical discourse skills.
Course Content
This course focuses on the implementation of argumentation practices to enhance students’ scientific reasoning skills in science education. The course covers the theoretical foundations of argumentation, Toulmin’s Argumentation Model, and the structure of scientific discourse, along with strategies for creating effective classroom environments that promote argument-based learning. Students will explore how to design discussion-rich science lessons, identify different types of argumentation, and develop strategies for supporting evidence-based reasoning. The course also includes activities such as analyzing student discourse, evaluating the quality of arguments, and designing argumentation-based lesson plans. Supported by digital tools and current research, this course provides a comprehensive learning experience that integrates both theoretical understanding and classroom practice.
Course Precondition
Basic knowledge of science education theories and instructional methods
Resources
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in Science Education. Springer.
Notes
Osborne, J., Erduran, S., & Simon, S. (2004). Ideas, Evidence and Argument in Science. King's College London.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the role of argumentation in scientific reasoning and science learning. |
| LO02 | Analyzes Toulmin's Argumentation Model and applies it to classroom practices. |
| LO03 | Develops strategies to foster argumentation-based discussion in science lessons. |
| LO04 | Analyzes student discourse to evaluate the quality of arguments. |
| LO05 | Designs and implements argumentation-based science lesson plans. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define and apply scientific research and analysis methods used in science | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Has basic knowledge and skills related to Science Education. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate qualifications. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 4 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains the knowledge in the subject areas of science education at the level of expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Apply the theoretical and practical knowledge in the field of expertise | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Carries out studies in the field of lifelong learning. | 4 |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follow technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to discourse and argumentation in science education | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Theoretical foundations of scientific argumentation | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Toulmin’s Argumentation Model: Data, claim, warrant, backing, rebuttal | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Relationship between argumentation and critical thinking | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Creating a discourse-rich environment in science classrooms | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Types and examples of argumentation activities | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Analyzing student discourse: Video and transcript samples | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | The Argument-Driven Inquiry (ADI) approach | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Planning argumentation-based lessons for science teachers | reading related sections | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma |
| 11 | Assessing student arguments: Rubrics and sample assessments | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Digital tools for supporting argumentation (Padlet, Jamboard, Flipgrid) | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Presentation of argumentation-based lesson samples | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Individual/Group presentations of argumentation lesson plans | reading related sections | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | General evaluation and reflective discussion | reading related sections | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 16 | Term Exams | reading related sections | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | reading related sections | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 3 | 45 |
| Out of Class Study (Preliminary Work, Practice) | 15 | 3 | 45 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 10 | 5 | 50 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 3 | 3 |
| Final Exam | 1 | 3 | 3 |
| Total Workload (Hour) | 146 | ||
| Total Workload / 25 (h) | 5,84 | ||
| ECTS | 6 ECTS | ||