Are We Ready for Argumentation in Science Classrooms? An Investigation into the Scientific Discussion Climate in a Turkish Elementary School

Oct 15, 2026

Science education research shifts from memorizing scientific knowledge toward developing scientific processes, engagement, and students’ capacity for discussion and argumentation. This qualitative study investigates science teachers’, students’, and administrators’ perspectives on scientific discussions in a Turkish elementary school in Ankara, using interviews and observation data. Findings indicate that classroom scientific discussion processes are generally dominated by teachers and that student engagement remains very low, affecting the discussion climate.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

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| Are We Ready for Argumentation in Science Classrooms? An Investigation into the Scientific Discussion Climate
in a Turkish Elementary School | | --- | --- | Kaan Bati, Hacettepe University Abstract In recent years, the trend in science education is toward scientific processes rather than scientific knowledge. An effective science education not only requires the active involvement of students in scientific investigations, but also the development of engagement in discussions about scientific and social issues. To develop students’ discussion and argumentation abilities, we can integrate these approaches to our science lessons, but what are our teachers, students and administrators’ attitudes concerning these approaches? This study was undertaken to determine (a) the views of science teachers toward usefulness and effectiveness of scientific discussions,(b) how students participate in scientific classroom discussions, and (c) the roles of teachers and students in the discussion process. This study used qualitative design, and content analysis was carried out for both the interviews and observation data. Data was obtained from teachers and students at a private elementary school located in Ankara, Turkey. The results showed that scientific discussion processes are generally dominated by science teachers and student engagement in discussions is ata very low level. Keywords: science education; classroom climate; scientific discussion Introduction Over the past decade, trend in science education is on the road to scientific processes rather than scientific knowledge. Most researchers (Bell & Lederman, 2003; Settlage & Southerland, 1998; Martin, 1997) argue that learning scientific processes and undertaking science are more important than learning scientific content. According to this view, providing students with skills, abilities and attitudes about science is more effective than scientific content itself. To achieve this, science education programs have been reorganized or changed to be more appropriate with scientific literacy (Sampson and Clark, 2008; Yılmaz, 2007; Turkish Elementary Science Education Program, 2005; NRC, 2012; NGSS, 2013). Increasing scientific literacy can help students to develop a better understanding of science subject matters related with the physical and life sciences. Also, it helps students to understand how this knowledge is generated, justified and evaluated by scientists and how to use such knowledge to engage in inquiry in a manner reflecting the practices ofthe scientific community (Sampson & Clark, 2008). Erduran, Ardac and Yakmaci-Guzel (2006) emphasize that science education should focus on: (1)“how evidence is used in science for the construction 30 Bati—Are We Ready for Argumentation of explanations—that is, on the arguments that form the links between data and the theories that science has constructed; and (2) the development of an understanding of the criteria used in science to evaluate evidence and construct explanations”(p. 3) . Scientific discussion or argumentation isnot only an important tool in learning but also a constituent element of scientific basis; it contributes to the growth of scientific knowledge, as well as being an important component of scientific discourse (Erduran, Simon, & Osborn, 2004). Van Eemeren and Grootendorst (2004) defined argumentation as a verbal, social and rational activity aiming to support a reasonable criticism or to refute a proposal to reveal a solid basis for the acceptability of propositions. In argumentation, participants are given explicit instructions to argue for different positions using an in-depth critical discussion, to provide justifications, and to persuade each other why one position may be better than another (Simon & Richardson, 2009) . Although undertaking science activities such as inquiry-based, discovery learning or process skills instructions can encourage students to engage in scientific processes, they m

FAQs

What is the focus of this study in science classrooms?

The study examines teachers’ views on the usefulness and effectiveness of scientific discussions, how students participate, and the roles of teachers and students in the discussion process.

How was the research conducted?

A qualitative design was used, and content analysis was applied to interview and observation data collected from teachers and students at an elementary school in Ankara, Turkey.

What do the study results show about scientific discussion processes?

Scientific discussion processes are generally dominated by science teachers, while student engagement in discussions is at a very low level.

Oct 15, 2026

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