Developing Students' Critical Thinking Skills and Argumentation Abilities through Augmented Reality-Based Argumentation Activities in Science Classes

Autor/inn/en	Demircioglu, Tuba; Karakus, Memet; Ucar, Sedat
Titel	Developing Students' Critical Thinking Skills and Argumentation Abilities through Augmented Reality-Based Argumentation Activities in Science Classes
Quelle	In: Science & Education, 32 (2023) 4, S.1165-1195 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Demircioglu, Tuba) ORCID (Karakus, Memet) ORCID (Ucar, Sedat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00369-5
Schlagwörter	Critical Thinking; Thinking Skills; Persuasive Discourse; Computer Simulation; Science Education; Learning Activities; COVID-19; Pandemics; Astronomy + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Computergrafik; Computersimulation; Naturwissenschaftliche Bildung; Lernaktivität; Astronomie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01