Acar, Ö. (2010). Argumentation skills and conceptual knowledge of undergraduate students in a physics by
inquiry class. Doktora Tezi.The Ohio State University, USA.
American Association for the Advancement of Science. (2000). Designs for science literacy. Washington.
Aydeniz, M., Pabuçcu, A., Çetin, P. & Kaya, E. (2012). Argumentation and students’ conceptual understanding of
properties and behaviors of gases. International Journal of Science and Mathematics Education, 10 (6),
1303-1324.
Berland, L. K. & Reisier, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1),
26-55.
Berland, L. K. & Reisier, B. J. (2011). Classroom communities’ adaptations of the practice of scientific
argumentation. Science Education, 95(2), 191-216.
Creswell, J. W. (2007).Qualitative inquiry and research design. Sage Publications, Thousand Oaks, London.
Çetin, P. S., Erduran, S. & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case
of pre-service chemistry teachers. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(4), 41-59.
Çetin, P. S. (2013). Explicit argumentation instruction to facilitate conceptual understanding and argumentation
skills. Research in Science and Technological Education, 31(1), 1-20.
Demircioğlu, T. & Uçar, S. (2012, Haziran). Argüman-temelli sorgulama yönteminin fen ve teknoloji öğretmen
adaylarının akademik başarısına ve bilimsel işlem becerilerine etkisinin incelenmesi. X. Ulusal Fen
Bilimleri ve Matematik Eğitimi Kongresi’nde Sunulan Bildiri, Niğde, Türkiye.
Erduran, S., Simon, S. & Osborne, J. (2004). TAPping into argumentation: Developments in the application of
Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915-933.
Jimenez-Aleixandre, M. P.&Erduran, S. (2008). Argumentation in science education: An overview. S. Erduran &
M.P. Jimenez-Aleixandre (Eds.), Argumentation in Science Education: Perspectives from Classroom-Based
Research (ss.3-28) İçinde, Netherland: Springer.
Keçeci, G., Kırılmazkaya, G. & Kırbağ Zengin, F. (2011, Mayıs). İlköğretim öğrencilerinin genetiği değiştirilmiş
organizmaları on-line argümantasyon yöntemi ile öğrenmesi. 6thInternational Advanced Technologies
Symposium’da sunulan bildiri, Elazığ, Türkiye.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science
Education, 77(3), 313-337.
Kutluca, A. Y., Çetin P. S. & Doğan, N. (2014). Effect of knowledge of content on scientific argumentation quality
cloning context. Necatibey Eğitim Fakültesi Dergisi, 8(1), (Baskıda).Milli Eğitim Bakanlığı (MEB) (2014).
İlköğretim fen ve teknoloji dersi (3-8. sınıflar) öğretim programı, Milli Eğitim Bakanlığı Yayınları, Ankara.
Osborne, J., Erduran S. & Simon, S. (2004). Enhancingthe quality of argumentation in school science. Journal of
Research in Science Teaching, 41(10), 994-1020.
Özer Keskin, M., Şengül, Ç. &Keskin Samancı, N. (2010, Eylül). Biyoloji Laboratuvar Etkinliklerinde
Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımının Kullanımı. 9. Ulusal Fen Bilimleri ve
Matematik Kongresi’nde sunulan bildiri, İzmir, Türkiye.
Öğrencilerin Argümantasyon Seviyelerinin İncelenmesi
65
Sampson, V. & Clark, D. (2011). A Comparison of the collaborative scientific argumentation practices of two
high and two low performing groups. Research in ScienceEducation,41(1), 63-97.
Sampson, V. & Clark, D. (2009). The effect of collaboration on the outcomes of argumentation. Science
Education, 93(3), 448-484.
Simon, S., Erduran, S. & Osborne, J. (2006). Learning to teach argumentation: Research and development in the
science classroom. International Journal of Science Education, 28(2-3), 235-260.
Toulmin, S. (1958). The uses of argument. New York: Cambridge UniversityPress.
Tümay, H. & Köseoğlu, F. (2010). Bilimde argümantasyona odaklanan etkinliklerle kimya öğretmen adaylarının
bilimin doğası hakkındaki anlayışlarını geliştirme. Gazi Eğitim Fakültesi Dergisi, 30(3), 859-876.
Von Aufschnaiter, C., Erduran, S., Osborne, J. & Simon, S. (2008). Arguing to learn and learning to argue: Case
studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in
Science Teaching, 45(1), 101-131.
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (7. baskı). Ankara: Seçkin
Yayıncılık.
Yin, R. K. (2003).Case study research: Design and method (3rded.). Thousand Oaks, CA: Sage.
Zohar, A. & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in
human genetics. Journal of Research in Science Teaching, 39, 35–62.
Zoller, U., Ben-Chaim, D., Pentimalli, R. & Borsese, A. (2000). The disposition towards critical thinking of high
school and university science students: An inter–intra Israeli–Italian study. International Journal of
Science Education, 22(6), 571–582.
Zoller, U., Dori, Y.J. & Lubezky, A. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions:
Performance and attitudes of college students. International Journal of Science Education, 24(2),185–
203.
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4),
687–719.
Thank you for copying data from http://www.arastirmax.com