Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes
Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented...
Gespeichert in:
Veröffentlicht in: | Science & education 2023-08, Vol.32 (4), p.1165-1195 |
---|---|
Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 1195 |
---|---|
container_issue | 4 |
container_start_page | 1165 |
container_title | Science & education |
container_volume | 32 |
creator | Demircioglu, Tuba Karakus, Memet Ucar, Sedat |
description | Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented reality (AR). Although the use of AR in science education is increasing, the integration of AR into science classes is still naive. The lack of the ability to identify misinformation in the COVID-19 pandemic process has revealed the importance of developing students’ critical thinking skills and argumentation abilities. The purpose of this study was to examine the change in critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in teaching astronomy content. The participants were 79 seventh grade students from a private school. In this case study, the examination of the verbal arguments of students showed that all groups engaged in the argumentation and produced quality arguments. The critical thinking skills of the students developed until the middle of the intervention, and the frequency of using critical thinking skills varied after the middle of the intervention. The findings highlight the role of AR-based argumentation activities in students’ critical thinking skills and argumentation in science education. |
doi_str_mv | 10.1007/s11191-022-00369-5 |
format | Article |
fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9395876</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1383382</ericid><sourcerecordid>2707879246</sourcerecordid><originalsourceid>FETCH-LOGICAL-c496t-8433417ca4fa4745b3b95f931bde552e5cdb591630de16897a27413ff670e4813</originalsourceid><addsrcrecordid>eNp9kctu1DAUhiNERYfCCyCBLLFhk-JrHG-QhqHcVKkSLWvLcU4ybjPO1E5G6q7vwKqv1yfB05QBisTKi-_7j8_Rn2UvCD4kGMu3kRCiSI4pzTFmhcrFo2xGhGQ5UZg8zmZY0SKXlOL97GmM5zhZCtMn2T4rMBMFprPs5gNsoOvXzrfodBhr8EO8vb5Bi-AGZ02HzpbOX9zRC9d1ERlfo3lox1UyzeB6j-aV65IMMbmhH9slmo_tFkONvoFJ7Or2-sd7E-GfpB3cZoo6j06tA28BLToTI8Rn2V5jugjP79-D7PvHo7PF5_z45NOXxfw4t1wVQ15yxjiR1vDGcMlFxSolGsVIVYMQFIStK6FIwXANpCiVNFRywpqmkBh4SdhB9m6aux6rFdQ2bRdMp9fBrUy40r1x-m_i3VK3_UYrpkQpizTgzf2A0F-OEAe9ctFC1xkP_Rg1lViWUlG-VV8_UM_7Mfh0nqYlY0RwKXCy6GTZ0McYoNktQ7DeNq-n5nVqXt81r0UKvfrzjF3kV9VJeDkJEJzd4aOvhKWfyy1nE4-J-RbC793-8-1PBtvHkQ</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2833154750</pqid></control><display><type>article</type><title>Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes</title><source>Education Source</source><source>Springer Nature - Complete Springer Journals</source><creator>Demircioglu, Tuba ; Karakus, Memet ; Ucar, Sedat</creator><creatorcontrib>Demircioglu, Tuba ; Karakus, Memet ; Ucar, Sedat</creatorcontrib><description>Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented reality (AR). Although the use of AR in science education is increasing, the integration of AR into science classes is still naive. The lack of the ability to identify misinformation in the COVID-19 pandemic process has revealed the importance of developing students’ critical thinking skills and argumentation abilities. The purpose of this study was to examine the change in critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in teaching astronomy content. The participants were 79 seventh grade students from a private school. In this case study, the examination of the verbal arguments of students showed that all groups engaged in the argumentation and produced quality arguments. The critical thinking skills of the students developed until the middle of the intervention, and the frequency of using critical thinking skills varied after the middle of the intervention. The findings highlight the role of AR-based argumentation activities in students’ critical thinking skills and argumentation in science education.</description><identifier>ISSN: 0926-7220</identifier><identifier>EISSN: 1573-1901</identifier><identifier>DOI: 10.1007/s11191-022-00369-5</identifier><identifier>PMID: 36035602</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Astronomy ; Augmented reality ; Computer Simulation ; COVID-19 ; Critical Thinking ; Distance learning ; Education ; History ; Learning Activities ; New technology ; Pandemics ; Persuasive Discourse ; Philosophy of Science ; Science Education ; Skills ; Students ; Teaching methods ; Thinking Skills</subject><ispartof>Science & education, 2023-08, Vol.32 (4), p.1165-1195</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2022. Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c496t-8433417ca4fa4745b3b95f931bde552e5cdb591630de16897a27413ff670e4813</citedby><cites>FETCH-LOGICAL-c496t-8433417ca4fa4745b3b95f931bde552e5cdb591630de16897a27413ff670e4813</cites><orcidid>0000-0002-4158-1038 ; 0000-0002-6099-5420 ; 0000-0003-3567-1739</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11191-022-00369-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11191-022-00369-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>230,314,777,781,882,27905,27906,41469,42538,51300</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1383382$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/36035602$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Demircioglu, Tuba</creatorcontrib><creatorcontrib>Karakus, Memet</creatorcontrib><creatorcontrib>Ucar, Sedat</creatorcontrib><title>Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes</title><title>Science & education</title><addtitle>Sci & Educ</addtitle><addtitle>Sci Educ (Dordr)</addtitle><description>Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented reality (AR). Although the use of AR in science education is increasing, the integration of AR into science classes is still naive. The lack of the ability to identify misinformation in the COVID-19 pandemic process has revealed the importance of developing students’ critical thinking skills and argumentation abilities. The purpose of this study was to examine the change in critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in teaching astronomy content. The participants were 79 seventh grade students from a private school. In this case study, the examination of the verbal arguments of students showed that all groups engaged in the argumentation and produced quality arguments. The critical thinking skills of the students developed until the middle of the intervention, and the frequency of using critical thinking skills varied after the middle of the intervention. The findings highlight the role of AR-based argumentation activities in students’ critical thinking skills and argumentation in science education.</description><subject>Astronomy</subject><subject>Augmented reality</subject><subject>Computer Simulation</subject><subject>COVID-19</subject><subject>Critical Thinking</subject><subject>Distance learning</subject><subject>Education</subject><subject>History</subject><subject>Learning Activities</subject><subject>New technology</subject><subject>Pandemics</subject><subject>Persuasive Discourse</subject><subject>Philosophy of Science</subject><subject>Science Education</subject><subject>Skills</subject><subject>Students</subject><subject>Teaching methods</subject><subject>Thinking Skills</subject><issn>0926-7220</issn><issn>1573-1901</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp9kctu1DAUhiNERYfCCyCBLLFhk-JrHG-QhqHcVKkSLWvLcU4ybjPO1E5G6q7vwKqv1yfB05QBisTKi-_7j8_Rn2UvCD4kGMu3kRCiSI4pzTFmhcrFo2xGhGQ5UZg8zmZY0SKXlOL97GmM5zhZCtMn2T4rMBMFprPs5gNsoOvXzrfodBhr8EO8vb5Bi-AGZ02HzpbOX9zRC9d1ERlfo3lox1UyzeB6j-aV65IMMbmhH9slmo_tFkONvoFJ7Or2-sd7E-GfpB3cZoo6j06tA28BLToTI8Rn2V5jugjP79-D7PvHo7PF5_z45NOXxfw4t1wVQ15yxjiR1vDGcMlFxSolGsVIVYMQFIStK6FIwXANpCiVNFRywpqmkBh4SdhB9m6aux6rFdQ2bRdMp9fBrUy40r1x-m_i3VK3_UYrpkQpizTgzf2A0F-OEAe9ctFC1xkP_Rg1lViWUlG-VV8_UM_7Mfh0nqYlY0RwKXCy6GTZ0McYoNktQ7DeNq-n5nVqXt81r0UKvfrzjF3kV9VJeDkJEJzd4aOvhKWfyy1nE4-J-RbC793-8-1PBtvHkQ</recordid><startdate>20230801</startdate><enddate>20230801</enddate><creator>Demircioglu, Tuba</creator><creator>Karakus, Memet</creator><creator>Ucar, Sedat</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-4158-1038</orcidid><orcidid>https://orcid.org/0000-0002-6099-5420</orcidid><orcidid>https://orcid.org/0000-0003-3567-1739</orcidid></search><sort><creationdate>20230801</creationdate><title>Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes</title><author>Demircioglu, Tuba ; Karakus, Memet ; Ucar, Sedat</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c496t-8433417ca4fa4745b3b95f931bde552e5cdb591630de16897a27413ff670e4813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Astronomy</topic><topic>Augmented reality</topic><topic>Computer Simulation</topic><topic>COVID-19</topic><topic>Critical Thinking</topic><topic>Distance learning</topic><topic>Education</topic><topic>History</topic><topic>Learning Activities</topic><topic>New technology</topic><topic>Pandemics</topic><topic>Persuasive Discourse</topic><topic>Philosophy of Science</topic><topic>Science Education</topic><topic>Skills</topic><topic>Students</topic><topic>Teaching methods</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Demircioglu, Tuba</creatorcontrib><creatorcontrib>Karakus, Memet</creatorcontrib><creatorcontrib>Ucar, Sedat</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Science & education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Demircioglu, Tuba</au><au>Karakus, Memet</au><au>Ucar, Sedat</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1383382</ericid><atitle>Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes</atitle><jtitle>Science & education</jtitle><stitle>Sci & Educ</stitle><addtitle>Sci Educ (Dordr)</addtitle><date>2023-08-01</date><risdate>2023</risdate><volume>32</volume><issue>4</issue><spage>1165</spage><epage>1195</epage><pages>1165-1195</pages><issn>0926-7220</issn><eissn>1573-1901</eissn><abstract>Due to the COVID-19 pandemic and adapting the classes urgently to distance learning, directing students’ interest in the course content became challenging. The solution to this challenge emerges through creative pedagogies that integrate the instructional methods with new technologies like augmented reality (AR). Although the use of AR in science education is increasing, the integration of AR into science classes is still naive. The lack of the ability to identify misinformation in the COVID-19 pandemic process has revealed the importance of developing students’ critical thinking skills and argumentation abilities. The purpose of this study was to examine the change in critical thinking skills and argumentation abilities through augmented reality–based argumentation activities in teaching astronomy content. The participants were 79 seventh grade students from a private school. In this case study, the examination of the verbal arguments of students showed that all groups engaged in the argumentation and produced quality arguments. The critical thinking skills of the students developed until the middle of the intervention, and the frequency of using critical thinking skills varied after the middle of the intervention. The findings highlight the role of AR-based argumentation activities in students’ critical thinking skills and argumentation in science education.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><pmid>36035602</pmid><doi>10.1007/s11191-022-00369-5</doi><tpages>31</tpages><orcidid>https://orcid.org/0000-0002-4158-1038</orcidid><orcidid>https://orcid.org/0000-0002-6099-5420</orcidid><orcidid>https://orcid.org/0000-0003-3567-1739</orcidid><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0926-7220 |
ispartof | Science & education, 2023-08, Vol.32 (4), p.1165-1195 |
issn | 0926-7220 1573-1901 |
language | eng |
recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9395876 |
source | Education Source; Springer Nature - Complete Springer Journals |
subjects | Astronomy Augmented reality Computer Simulation COVID-19 Critical Thinking Distance learning Education History Learning Activities New technology Pandemics Persuasive Discourse Philosophy of Science Science Education Skills Students Teaching methods Thinking Skills |
title | Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-20T12%3A49%3A30IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Developing%20Students%E2%80%99%20Critical%20Thinking%20Skills%20and%20Argumentation%20Abilities%20Through%20Augmented%20Reality%E2%80%93Based%20Argumentation%20Activities%20in%20Science%20Classes&rft.jtitle=Science%20&%20education&rft.au=Demircioglu,%20Tuba&rft.date=2023-08-01&rft.volume=32&rft.issue=4&rft.spage=1165&rft.epage=1195&rft.pages=1165-1195&rft.issn=0926-7220&rft.eissn=1573-1901&rft_id=info:doi/10.1007/s11191-022-00369-5&rft_dat=%3Cproquest_pubme%3E2707879246%3C/proquest_pubme%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2833154750&rft_id=info:pmid/36035602&rft_ericid=EJ1383382&rfr_iscdi=true |