Designing Argumentation-Supported Cooperative Reading Writing Application Activities for the 6th Grade Sound and Features Unit
Keywords:
Argumentation, Cooperative Learning, Reading- Writing- Application (RWA)Abstract
The aim of this research is to design argumentation-supported cooperative reading-writing-application (RWA) activities that are suitable for the gains of the 6th- grade science course "Sound and Features" unit. Design- Based Research (DBR) method was used. The original argumentation-supported RWA activities were designed for the 6th- grade students' science course "Sound and Features" unit in the first stage. The activities were re-designed by taking the opinions and suggestions of the faculty members and science teachers through the Argumentation Activity Evaluation Form (AAEF) in the second stage. Finally, the students' opinions were taken according to re-designed activities via the Semi-Structured Interview Form (SSIF) in the third stage. According to the findings, the designed activities can improve the students' learning levels of the concepts in the "Sound and Features" unit and it can provide students with the desired behaviors predicted by innovative learning methods. In addition, the use of argumentation-supported RWA activities can support students learning science. For data obtained from the AAEF, argumentation-supported RWA activities were suitable for the level of the student in terms of content and design, and were related to the content, interesting, instructive, and suitable for the nature of argumentation and RWA. Also, the activities can trigger effective teaching, enable students to express themselves in a discussion environment by actively participating in the lesson, make teaching orderly, planned, and dynamic, and facilitate classroom management. Additionally, this method can help students gain reasoning, inquiry, critical thinking, effective communication, and some other relevant skills.
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