Kaynama ve Buharlaşma Kavramlarının Öğretiminde Argümantasyon Temelli Öğrenme Süreci

Akgün, A., Duruk, A. G. Ü., Güngörmez, Ö. D. H. G. & Gülsuyu, F. (2018). Buharlaşma ve kaynama kavramlarına ilişkin anlayışların benzer bağlamlardaki tutarlığı ve transferi. The Journal of Academic Social Science Studies, 72, 103-119. http://dx.doi.org/10.9761/JASSS7823

Allchin, D., & Zemplén, G. Á. (2020). Finding the place of argumentation in science education: Epistemics and whole science. Science Education, 104(5), 907-933. https://doi.org/10.1002/sce.21589

Aslan, S. (2014). Öğrencilerin yazılı bilimsel argüman oluşturma ve değerlendirme becerilerinin incelenmesi. Eğitimde Kuram ve Uygulama, 10(1), 41-74. https://doi.org/10.17244/eku.23683

Atasoy, B. (2018). Genel kimya. Ankara: Palme Yayınevi.

Bar, V., & Travis, A.S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382. https://doi.org/10.1002/tea.3660280409

Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 55-80. Retrieved from https://dergipark.org.tr/en/download/article-file/67573

Cavagnetto, A., Hand, B. M., & Norton-Meier, L. (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach. International Journal of Science Education, 32, 427–449. https://doi.org/10.1080/09500690802627277

Chan, J., & Erduran, S. (2023). The impact of collaboration between science and religious education teachers on their understanding and views of argumentation. Research in Science Education, 53(1), 121-137. Retrieved from https://link.springer.com/article/10.1007/s11165-022-10041-1

Chang, J.Y. (1999). Teachers college students' conceptions about evaporation, condensation, and boiling. Science Education, 83, 511-526. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<511::AID-SCE1>3.0.CO;2-E

Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5, 7, and 10 students in science classrooms. Research in Science Education, 40(2), 149-169. https://doi.org/10.1007/s11165-008-9105-x

Coştu, B., Karataş, F. Ö., & Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 33-48. Retrieved from https://dergipark.org.tr/tr/pub/pauefd/issue/11129/133090

Demiray, E., Işıksal, M., & Saygı, E. (2023). Geometrik inşa etkinliklerinde ortaklaşa argümantasyonun bileşenleri. Turkish Journal of Education, 12(1), 50-71. https://doi.org/10.19128/turje.1176981

Demircioğlu, H., Demircioğlu, G., & Ayas, A. (2002). Sınıf öğretmeni adaylarının bazı temel kimya kavramlarını anlama düzeyleri ve karşılaşılan yanılgılar. HAYEF Journal of Education, 1(1).

Dori, J.Y., Tal, T.R.., & Tsaushu, M., (2003). Teaching Biotechnology through case studies- Can we improve higher order thinking skills of nonscience majors? Science Education 87(6), 767-793 http://hdl.handle.net/10822/996853

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. science education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A

Gopal, H., Kleinsmidt, J.N., Case, J.M., & Musonge, P. (2004). An investigation of tertiary students' understanding of evaporation, condensation and vapour pressure. International Journal of Science Education, 26, 1597 - 1620. https://doi.org/10.1080/09500690410001673829

Hand, B., Wallace, C., & Prain, V. (2003). Teacher issues in using a science writing heuristic to promote science literacy in secondary science. Paper presented at the European Science Education Research Association Conference, Noordwijkerhout, The Netherlands.

Hendrayatno, A., Widodo, A., Riandi, R., & Muslim, M. (2022 Students’ argumentation in science lessons: How effective is Rebuttal Analysis Framework in Representing the Complexity of Classroom Argumentation? Science & Education 32(5), 669–687. https://doi.org/10.1007/s11191-022-00320-8

Karakaş, H. (2022). Argümantasyon tabanlı öğrenme yaklaşımına ilişkin sınıf öğretmenlerinin görüşleri. Sivas Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 1(1), 1-9. Retrieved from https://dergipark.org.tr/tr/pub/cebed/issue/69360/1065138

Karslı, F., & Ayas, A. (2013). Prospective science teachers‟ alternative conceptions about the chemistry issues. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2), 284-313. Retrieved from https://search.trdizin.gov.tr/tr/yayin/detay/154949

Karslı, F., & Ayas, A. (2017). Fen bilimleri öğretmen adaylarının kavramsal değişimlerine zenginleştirilmiş laboratuvar rehber materyalinin etkisi: buharlaşma ve kaynama. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 529-561. http://dx.doi.org/10.23891/efdyyu.2017.21

Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084. https://doi.org/10.1002/(SICI)1098- 2736(199912)36:103.0.CO;2-I

Kuhn, D. (1991). The Skills of Argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511571350

Kural, N. (2022). Ortaöğretim öğrencilerinin buharlaşma ve kaynamaya yönelik kavramsal anlamalarının incelenmesi (Master's thesis, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü).

Lewthwaite, B. (2014). Thinking about practical work in chemistry: teachers' considerations of selected practices for the macroscopic experience. Chemical Education Research and Practice, 15, 35–46. https://doi.org/10.1039/C3RP00122A

Mete, P. (2020a). Sınıf öğretmen adaylarının buzun erimesi, yoğunluk ve gazların sudaki çözünürlüğü kavramlarına ilişkin alternatif yapılarının belirlenmesi. Fen Bilimleri Öğretimi Dergisi, 8(2), 121-142. Retrieved from https://dergipark.org.tr/tr/download/article-file/2581397

Mete, P. (2020b). 11th grade students’ understanding level of gases in terms of some chemical variables and the determination of alternative conceptions. Science Education International, 31(49, 334-347. https://doi.org/10.33828/sei.v31.i4.2

Mete, P. (2023). Argumentation skills of pre-service elementary teachers on atmospheric pressure. Journal of Science Learning, 6(1), 100-116. Retrieved from https://ejournal.upi.edu/index.php/jslearning/article/view/175/pdf

Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro, what is "quality'?": Language, literacy and discourse in Project-based science. Journal of Research in Science Teaching, 38(4), 469– 498. https://doi.org/10.1002/tea.1014

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the Quality of Argument in School Science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035

Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369-385. https://doi.org/10.14689/issn.2148- 2624.1.5c3s16m

Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881. https://doi.org/10.1080/09500690500339654

Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71(8), 465-472. https://doi.org/10.2307/20565359

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. https://doi.org/10.1080/09500690500336957

Şendur, G., Toprak, M., & Pekmez, E. Ş. (2008). Buharlaşma ve kaynama konularındaki kavram yanılgılarının önlenmesinde analoji yönteminin etkisi. Ege Eğitim Dergisi, 9(2), 37-58. Retrieved from https://dergipark.org.tr/en/download/article-file/57044

Torun, F., & Fırat, E. A. (2019). Öğretmen adaylarının argümantasyon düzeylerinin ve argüman oluşturma sürecinde yaptıkları hataların belirlenmesi. The Journal of International Social Sciences, 30(1), 119-135. Retrieved from https://dergipark.org.tr/tr/download/article-file/1005794

Torun, F., & Şahin, S. (2016). Argümantasyon temelli sosyal bilgiler dersinde öğrencilerin argüman düzeylerinin belirlenmesi. Eğitim ve Bilim, 41(186), 233-251. http://dx.doi.org/10.15390/EB.2016.6322

Toulmin, S. E. (1958). The Uses of Argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511840005

Ünal, S., & Coştu, B. (2005). Problematic issue for students: Does it sink or float? Asia Pacific Forum on Science Learning and Teaching, 6(1), 1. Retrieved from https://www.researchgate.net/publication/26411488_Problematic_issue_for_students_Does_it_sink_or_float

Yen, H. C., Tuan, H. L., & Liao, C. H. (2011). Investigating the influence of motivation on students’ conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research in Science Education, 41, 211-224. https://doi.org/10.f1007/s11165- 009-9161-x

Zeidler, D. L., & Sadler, T. D. (2008). Social and ethical ıssues in science education: A precedence for action. Studies in Science Education, 44(1), 1-22. https://doi.org/10.1007/s11191-007-9130-6

Akgün, A., Duruk, A. G. Ü., Güngörmez, Ö. D. H. G. & Gülsuyu, F. (2018). Buharlaşma ve kaynama kavramlarına ilişkin anlayışların benzer bağlamlardaki tutarlığı ve transferi. The Journal of Academic Social Science Studies, 72, 103-119. http://dx.doi.org/10.9761/JASSS7823

Allchin, D., & Zemplén, G. Á. (2020). Finding the place of argumentation in science education: Epistemics and whole science. Science Education, 104(5), 907-933. https://doi.org/10.1002/sce.21589

Aslan, S. (2014). Öğrencilerin yazılı bilimsel argüman oluşturma ve değerlendirme becerilerinin incelenmesi. Eğitimde Kuram ve Uygulama, 10(1), 41-74. https://doi.org/10.17244/eku.23683

Atasoy, B. (2018). Genel kimya. Ankara: Palme Yayınevi.

Bar, V., & Travis, A.S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching, 28, 363-382. https://doi.org/10.1002/tea.3660280409

Canpolat, N., & Pınarbaşı, T. (2011). Bazı kimya kavramlarına yönelik iki kademeli çoktan seçmeli bir testin geliştirilmesi ve uygulanması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 55-80. Retrieved from https://dergipark.org.tr/en/download/article-file/67573

Cavagnetto, A., Hand, B. M., & Norton-Meier, L. (2010). The nature of elementary student science discourse in the context of the science writing heuristic approach. International Journal of Science Education, 32, 427–449. https://doi.org/10.1080/09500690802627277

Chan, J., & Erduran, S. (2023). The impact of collaboration between science and religious education teachers on their understanding and views of argumentation. Research in Science Education, 53(1), 121-137. Retrieved from https://link.springer.com/article/10.1007/s11165-022-10041-1

Chang, J.Y. (1999). Teachers college students' conceptions about evaporation, condensation, and boiling. Science Education, 83, 511-526. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<511::AID-SCE1>3.0.CO;2-E

Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5, 7, and 10 students in science classrooms. Research in Science Education, 40(2), 149-169. https://doi.org/10.1007/s11165-008-9105-x

Coştu, B., Karataş, F. Ö., & Ayas, A. (2003). Kavram öğretiminde çalışma yapraklarının kullanılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 33-48. Retrieved from https://dergipark.org.tr/tr/pub/pauefd/issue/11129/133090

Demiray, E., Işıksal, M., & Saygı, E. (2023). Geometrik inşa etkinliklerinde ortaklaşa argümantasyonun bileşenleri. Turkish Journal of Education, 12(1), 50-71. https://doi.org/10.19128/turje.1176981

Demircioğlu, H., Demircioğlu, G., & Ayas, A. (2002). Sınıf öğretmeni adaylarının bazı temel kimya kavramlarını anlama düzeyleri ve karşılaşılan yanılgılar. HAYEF Journal of Education, 1(1).

Dori, J.Y., Tal, T.R.., & Tsaushu, M., (2003). Teaching Biotechnology through case studies- Can we improve higher order thinking skills of nonscience majors? Science Education 87(6), 767-793 http://hdl.handle.net/10822/996853

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. science education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A

Gopal, H., Kleinsmidt, J.N., Case, J.M., & Musonge, P. (2004). An investigation of tertiary students' understanding of evaporation, condensation and vapour pressure. International Journal of Science Education, 26, 1597 - 1620. https://doi.org/10.1080/09500690410001673829

Hand, B., Wallace, C., & Prain, V. (2003). Teacher issues in using a science writing heuristic to promote science literacy in secondary science. Paper presented at the European Science Education Research Association Conference, Noordwijkerhout, The Netherlands.

Hendrayatno, A., Widodo, A., Riandi, R., & Muslim, M. (2022 Students’ argumentation in science lessons: How effective is Rebuttal Analysis Framework in Representing the Complexity of Classroom Argumentation? Science & Education 32(5), 669–687. https://doi.org/10.1007/s11191-022-00320-8

Karakaş, H. (2022). Argümantasyon tabanlı öğrenme yaklaşımına ilişkin sınıf öğretmenlerinin görüşleri. Sivas Cumhuriyet Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 1(1), 1-9. Retrieved from https://dergipark.org.tr/tr/pub/cebed/issue/69360/1065138

Karslı, F., & Ayas, A. (2013). Prospective science teachers‟ alternative conceptions about the chemistry issues. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2), 284-313. Retrieved from https://search.trdizin.gov.tr/tr/yayin/detay/154949

Karslı, F., & Ayas, A. (2017). Fen bilimleri öğretmen adaylarının kavramsal değişimlerine zenginleştirilmiş laboratuvar rehber materyalinin etkisi: buharlaşma ve kaynama. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 529-561. http://dx.doi.org/10.23891/efdyyu.2017.21

Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084. https://doi.org/10.1002/(SICI)1098- 2736(199912)36:103.0.CO;2-I

Kuhn, D. (1991). The Skills of Argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511571350

Kural, N. (2022). Ortaöğretim öğrencilerinin buharlaşma ve kaynamaya yönelik kavramsal anlamalarının incelenmesi (Master's thesis, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü).

Lewthwaite, B. (2014). Thinking about practical work in chemistry: teachers' considerations of selected practices for the macroscopic experience. Chemical Education Research and Practice, 15, 35–46. https://doi.org/10.1039/C3RP00122A

Mete, P. (2020a). Sınıf öğretmen adaylarının buzun erimesi, yoğunluk ve gazların sudaki çözünürlüğü kavramlarına ilişkin alternatif yapılarının belirlenmesi. Fen Bilimleri Öğretimi Dergisi, 8(2), 121-142. Retrieved from https://dergipark.org.tr/tr/download/article-file/2581397

Mete, P. (2020b). 11th grade students’ understanding level of gases in terms of some chemical variables and the determination of alternative conceptions. Science Education International, 31(49, 334-347. https://doi.org/10.33828/sei.v31.i4.2

Mete, P. (2023). Argumentation skills of pre-service elementary teachers on atmospheric pressure. Journal of Science Learning, 6(1), 100-116. Retrieved from https://ejournal.upi.edu/index.php/jslearning/article/view/175/pdf

Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001). "Maestro, what is "quality'?": Language, literacy and discourse in Project-based science. Journal of Research in Science Teaching, 38(4), 469– 498. https://doi.org/10.1002/tea.1014

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the Quality of Argument in School Science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035

Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369-385. https://doi.org/10.14689/issn.2148- 2624.1.5c3s16m

Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881. https://doi.org/10.1080/09500690500339654

Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71(8), 465-472. https://doi.org/10.2307/20565359

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. https://doi.org/10.1080/09500690500336957

Şendur, G., Toprak, M., & Pekmez, E. Ş. (2008). Buharlaşma ve kaynama konularındaki kavram yanılgılarının önlenmesinde analoji yönteminin etkisi. Ege Eğitim Dergisi, 9(2), 37-58. Retrieved from https://dergipark.org.tr/en/download/article-file/57044

Torun, F., & Fırat, E. A. (2019). Öğretmen adaylarının argümantasyon düzeylerinin ve argüman oluşturma sürecinde yaptıkları hataların belirlenmesi. The Journal of International Social Sciences, 30(1), 119-135. Retrieved from https://dergipark.org.tr/tr/download/article-file/1005794

Torun, F., & Şahin, S. (2016). Argümantasyon temelli sosyal bilgiler dersinde öğrencilerin argüman düzeylerinin belirlenmesi. Eğitim ve Bilim, 41(186), 233-251. http://dx.doi.org/10.15390/EB.2016.6322

Toulmin, S. E. (1958). The Uses of Argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511840005

Ünal, S., & Coştu, B. (2005). Problematic issue for students: Does it sink or float? Asia Pacific Forum on Science Learning and Teaching, 6(1), 1. Retrieved from https://www.researchgate.net/publication/26411488_Problematic_issue_for_students_Does_it_sink_or_float

Yen, H. C., Tuan, H. L., & Liao, C. H. (2011). Investigating the influence of motivation on students’ conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research in Science Education, 41, 211-224. https://doi.org/10.f1007/s11165- 009-9161-x

Zeidler, D. L., & Sadler, T. D. (2008). Social and ethical ıssues in science education: A precedence for action. Studies in Science Education, 44(1), 1-22. https://doi.org/10.1007/s11191-007-9130-6