EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS

In this research the argumentation levels of the 5th, 6th and 7th grade students and the questions of the teachers and students were examined. The sample group of the research was selected according to the homogeneous sampling method. This research is a descriptive research. The data were collected by using a voice recorder. The data of this research were evaluated according to the descriptive analysis approach. As a result of the analysis, it was determined that the students used Level 1 argumentation which has the lowest quality more frequently in comparison with the higher ones and used the claim component more than other arguments and did not use the backing, qualifier, and rebuttal components. Furthermore, it was found that the questioning rates of the teachers were higher in comparison with the students and the questions of the teachers and students were usually at the levels of remembering and understanding. One of the factors that caused the argumentation level of the students to be low may have been that the teachers asked questions which were oriented to remembering. Therefore, the high level questions that ensure the initiation and continuation of the argumentation process should be inquired in the lessons.